I?8 




Copyright N*? ^,,,^ o 

CCBXRIGHT DEMSteO 



■/ 



OUTLINE OF 



I. 8. HISTORY 




Prepared by 

C. B. WILSON, 
Clearfield, Pa. 



Application for copyright entered 
with Librarian of Congress. 



1^ 



AUG 29 1918 



r^v 



INTRODUCTION 



Few students ever get a good grasp of History without the 
use of an outline. Outlines make history more interesting, easily 
remembered and more easily taught. A History must be written 
chronologically to preserve the narrative. The outline groups 
the different subjects of the narrative and gives the student a 
clear view of their importance and relations. 

No attempt has been made to make this outline of 
American History exhaustive. It may however, at first glance 
seem lengthy for the ordinary class in American History. It is 
not intended that the student should be familiar with everything 
in this outline, but it is a guide for grouping and for the compari- 
son of facts in American History. The outline would be very 
useful in the hands of the pupil, but if the teacher has the outline, 
the main headings can be placed on the board and the details of 
the outline be used as a guide for the teacher. The asterisk (*) 
marks things Vhich should be given special, attention. It is often 
difficult for the pupil to select the most important facts from the 
text. This makes the outline a good guide in preparing for ex- 
aminations. If the teacher teaches each Compromise, Strike, or 
Panic as a separate thing, the field of history seems endless ; if, 
on the other hand, the pupil gains a general knowledge of each 
and then groups them all, a much clearer idea is gained of their 
importance in History. 

This outline can be used with any text. The material has 
been collected from numerous sources. Montgomery's and Haw- 
'horne's Histories have been most used. Books edited by Fiske, 
McMaster, Barnes, Gordy, J. R. Moore, Bourne & Benton, Muzzy, 
Wayland, Kingsley and Grant's Memoirs, have been used. 



CONTENTS 



PART ONE 



I. Earlj^ inhabitants of North America. 

11. Inhabitants found when the continent was discovered. 

1. Influence of Native American. 

2. Important things about the Indian. 

3. Tribes living (1492) in what is now United States. 

4. The Indian as an actor on the stage of American 

History. 

(1) In Virginia. 

(2) In New England. 

(3) In New York. 

(4) In Pennsylvania. 

(5) In Georgia and Carolinas. 

(6) In Southern United States, Mexico and South 

America. 

(7) In Mississippi and St. Lawrence Valley. 

(8) In South and West. 



111. Early explorers and settlers. 

1. The North Men. 

2. Why many people of Europe left their old homes and 

friends and made the dangerous voyage. 

3. Spanish and Portugese endeavors. 

4. The French. 

5. The English. 

6. The Thirteen Colonies. 

(1) General. 

(2) Virginia. 

(3) New York. 

(4) Massachusetts. 

(5) New Hampshire. 

(6) Maryland. 

(7) Connecticut. 

(8) Rhode Island. 

(9) Delaware. 

(10) North and South Carolina. 

(11) New Jersey. 

(12) Pennsylvania. 

(13) Georgia. 



IV. Government. 

1. Proprietory Colonies. 

2. Royal Colonies. 





3. 


Charter Colonies. 




4. 


Colonies. 




5. 


Continental Congress. 




6. 


Confederation. 




7. 


The Constitution. 


V. 


Administrations, 




1. 


George Washington 




2. 


John Adams. 




3. 


Thomas Jefferson 




4. 


James Madison 




5. 


James Monroe 




6. 


John Quincy Adams 




7. 


Andrew Jackson 




8. 


Martin Van Buren 




9. 


William Henry Harrison 




10. 


James K. Polk 




11. 


Zachary Taylor 




12. 


Franklin Pearce 




13. 


James Buchanan 




14. 


Abraham Lincoln 




15. 


Ulysses S. Grant 




16. 


Rutherford B. Hayes 




17. 


James A. Garfield 




18. 


Grover Cleveland. 




19. 


Benjamin Harrison 




20. 


Grover Cleveland 




21. 


William McKinley 




22. 


Theodore Roosevelt 




23. 


William H. Taft 




24. 


Woodrow Wilson. 


VI. 


Compromises. 


VII. 


Strikes. 


VIII. 


Tariff. 


IX. 


Panics. 


X. 


Expositions. 


XL 


Critical Periods. 


XII. 


Questions. 


XIII. 


Industries. 



XIV. Inventions. 



XV. Panama Canal. 

XVI. Territorial Expansion. 

XVII. The Wars of American History. 

1. General. 

2. Colonial Wars. 

(1) Causes and Conditions. 

(2) Divisions. 

1. King William's War. 

2. Queen Ann's War. 

3. King George's War. 

4. French and Indian War. 

(3) Results. 
3 The American Revolution. 

(1) Tendencies of the Colonists. 

(2) More direct causes. | 

(3) Events of the Conflict. 

In New England States 

In Middle States 

In West 

On the Sea 

In Southern States 

(4) Washington in the Revolution. 

(5) Results. 
4. War for Commercial Independence. 

(1) Causes. 

(2) Events of the Conflict. 

1. West or on Detroit. 

2. Niagara or Center. 

3. Lake Champlain. 

4. South. 

5. Seaboard. 

5. Mexican War. 
(3) Results. 

6. On the Sea. 

(1) Causes. ^. , 

(2) Events of the Conflict. 

1. In the North. 

9 On the Rio Grande. 

I Against City of Mexico in the South. 

(3) Results. 

6. Civil War. 
(1) Causes. 



(2) Events of the War. 

1. Plan of war and conditions. 

2. The situation in the North. 

3. On the Coast and Sea. 

4. West of the Mississippi. 

5. In West and on the Mississippi. 

6. In East and about Richmond. 

7. Sherman in the South. 

(3) Results. 

(4) Generals in chief command. 

(5) Generals in command of the Armies of the 

Potomac. 

Spanish-American War. 

(1) Causes. 

(2) Divisions. 

1. In Philippines. 
2. In West Indies. 
(3). Results. 



XVIII. Parties. 

1. General. 



2. Development of Parties. 

3. Presidential Elections. 



PART TWO 

I. Correlation in teaching American History. 

II. General outline for teaching history. 

III. Methods of recitation. 

IV. Assignment of the lesson. 

V. The value of story telling in teaching history. 

VI. Dollars and sense. 

VII. How to help the student realize that historic facts have a 

vital relation to every day life. 

VIII. Work each grade should cover. 



Early Inhabitants of North America 



Outline of American History 



L Early inhabitants of North America. 

1. They have been given the name of Mound-builders. 

2. The mounds which they built are found in the Missis- 

sippi Valley and about the Great Lakes. 

3. They dug copper near Lake Superior. 

4. Questions about their ancestry, extinction, or relation 

to Indians not settled. 

5. The Mounds. 

(1) 10,000 Mounds in Ohio alone. 

(2) Large trees growing on them. 

(3) One mound is 90 feet high and 700 to 800 feet at 
base. 

(4) Show a high degree of civilization. 

(5) Often the shape of animals. 

(6) Were used as places of burial, as altars or forts. 



Inhabitants When Continent Was Discovered 



11. Inhabitants found when the continent was discovered. 
1. Influence of Native American. 



(1 
(2 

(3 

(4 
(5 
(6 

(7 
(8 
(9 



(10) 



Gave corn and tobacco. 

They taught the settler many things useful to 
him in the new country. 

They sometimes helped the white man fight his 
enemies. 

They prevented the English from scattering far 
from the coast. 

They trained and disciplined the colonists for 
union and independence. 

They rejected Civilization and were not easily 
enslaved. 

Their wars and massacres left' a lasting impres- 
sion on the settler's characters. 

The Indian tribes were never a formidable factor 
in U S. History. 

The most important results came from the tribes 
in the Mohawk Valley, for they separated the 
colonists and blockaded the route to the West. 

All the colonies profited by the Indian fur trade. 



2. Important things about the Indian. 

(1) They were named Indians because Columbus 

thought he had found them on the East Indies. 

(2) Their religion. 

(3) Tribal government. 

(4) Implements used. 

(5) Their character. 

(6) State of civilization. 

(7) Less than 200,000 east of Mississippi in 1492. 

3. Tribes living what is now U. S. in 1492. 

(1) Algonquins. 

1. Most numerous tribe. 

2. Dwelt in wigwams. 

3. Occupied part of U. S. and Canada east ol 

Miss. River and north of Tenn. and N. C. 

4. Divisions. 

(1) Mohegans. 

(2) Pequots. 

(3) Narragansetts 

(4) Wampangos 



In New England 



(5) 
(6) 



Delawares 
Powhatans 



10 



Inhabitants When Continent Was Discovered 



N. J. Pa. Del. Md. Va. 

(7) Shawnees 

(8) Illinois 

(9) Miamis 

(10) Kickapos 

(11) Sacs and Foxes 

(12) Chippewas or Ojibuas 

(13) Ottawas 

Western Tribes. 

(2) Iroquois. 

1. The fiercest tribe. 

2. Formed a confederacy. 

3. Dwelt in long wigwams or houses. 

4. Occupied Hudson and St. Lawrence Valleys, 

also a small territory in Tenn. and N. C. 

5. Divisions. 

(1) Mohawks 

(2) Oneidas 

(3) Onondagas 

(4) Cayugas 

(5) Seneca 



Central N. Y. 



About the Lakes. 



N. C. and Tenn. 



(6) Hurons 

(7) Fries 

(8) Susquehannocks 

(9) Cherokees 

(10) Tuscaroras 



Southern N. Y. 



(3) Mobilians or Muskhogees. 



1. 



River and 



Occupied territory east of Miss. 

South of Ky. and Va. 
Built timber houses. Cultivated corn, hemp, 

flax, and made pottery. 
Worshipped the sun. 
Divisions. 

Ga.— Fla. 

Ga. — Ala. 

N. C— S. C. 

N. C. 

Tenn. — Miss. 

Miss. 

Miss. — Ala. 



(1) 
(2) 
(3) 
(4) 
(5) 
(6) 
(7) 



Seminoles 

Creeks 

Yemasses 

Catawbas 

Chickasaws 

Natchez 

Choctaws 



Inhabitants When Continent Was Discovered 



11 



(4) Pueblos. 



1. The great western tribe. 

2. Lived in stone or adobe buildings. 

3. Tilled the land and dressed in clothing of 

their own manufacture. 

4. Occupied Southwestern U. S. 

(5) Smaller and less organized western tribes. 



Apachese 

Comanchese 

Caddos 

Wacos 

Cenis 



Southern 



Central 



6. Arkansas 

7. Missouris 

8. Osages 

9. Pawnees 

10. Utah 

11. Sioux 

12. Crows 

13. Blackfeet 

14. Snakes 

15. Nez Perces 

16. Modocs 



Northern 



4. The Indian as an actor on the stage of American 
History. 

*(1) In Virginia. 

1. Stories of Captain John Smith's adventures. 

2. The romance of Pocahontas and John Rolfe. 

(1) Saved Smith's life. 

(2) Wife of Chief kidnapped by Samuel 
Argall, 1612. 

(3) Named Rebecca. 

(4) Died at Graves End, near London, 1617 

(5) Descendants still living. 

*3 War 1622. Indians surprised the settlers 
and killed 347. 

(1) Powhatan died and Opechonkamo de- 
cided to drive out the settlers. 

(2) Settler by name of Pace gave warning 
and saved many lives. 



12 Inhabitants When Continent Was Discovered 

(3) Some settlers return to England. 
*4. War 1644. Indians surprised settlers and 
killed over 300. 
(1) These wars made the people merciless, 
. did not tame the Indian, and did much 
harm for both sides. 
*5. The uprising in 1675 was put down by Na- 
thaniel Bacon. 
(1) The Colonists were well able to protect 
themselves but due to the sinister poli- 
cies of Governor Berkley many lives 
were lost and much property was de- 
stroyed. 

*(2) In New England. 

1. Pestilence had killed Indians and left land 

vacant for Pilgrims. 

2. Samoset, Squanto, and Massasoit were their 

friends. 

3. Ninety Indians attended the first Thanks- 

giving festivals. Canonchet was chief of 
the Narragansetts. 

4. John Eliot persuades some Indians to accept 

Christianity. (They were called praying 
Indians). He translated the Bible into the 
Indian language. 

5. Massasoit was chief of the Wampanogs. 

Canonchet was chief of the Narragansetts. 

6. Fear of Indian attacks was one reason for 

forming the New England Confederacy 
1643. 
*7 Pequot War 1637. 

(1) Alliance of Pequots and Narragansetts 

(2) Rodger Williams breaks alliance. 

(3) Captain Mason destroys the tribe on 
Mystic River, June 5, 1637. 

(4) Annie Brackett escapes across Casco 
Bay in boat. 

(5) Results. 

1. Twelve towns destroyed. 

2. Debt of $1,000,000. 

3. Six hundred settlers killed. 
*8 King Philip's War. 

(1) From July 1675 to August, 1676. 

(2) Philip appears in court and war re- 
sults. 

(3) Events. 

1. Brookfield Deerfield, Lancaster, 



Inhabitants When Continent Was Discovered 13 

Gorton, Marlborough and Medfield 
burned. 

2. Exploits of Hadfield and Goff. 

3. Colonists destroy fort on Narragan- 

sett Bay and kill many Indians. 

4. Canonchet captured and killed. 

5. Captain Turner gained a victory at 
Turner's Falls, Conn. 

6. Captain Church ends war by de- 
feating Indians near Mount Hope 
(New Kingston) and kills 1000. 

9. Indians help Rodger Williams with his 

Rhode Island settlement. 

10. Indians fight with French against N. E. 

during French and Indian wars. 

(1) In King William's war 1689. 

1. Schenectady and Haverhill attacked 
by French. and Indians and burned 
and 112 settlers made prisoners. 

(2) Mrs. Dustin whose husband had de- 
fended children escapes by killing 
sleeping Indians and stealing canoes. 

(3) In Queen Ann's War Deerfield was 
surprised during winter of 1703 by 
French and Indians and 279 settlers 
killed. 

11. Indians were in league with England 

against the Colonists in Rev. War, 1812. 

(3) In New York. 

*1. The most important fur trade. 

*2. Kept the French and English colonists apart. 

3. Kept the English from the Great Lakes. 

4. Champlain fought with the Algonquins 

against the Iroquois in 1609. 

5. Kieft's Foolish War. 

(1) Dutch cheat the Indians in trade. 

(2) They give them liquor. 

(3) 1640 the Indians slaughter the colon- 
ists on Staten Island. 

(4) At a meeting Kieft makes conditions 
worse. 

(5) Algonquins fear Iroquois and flee to 
Fort Orange for protection. 

(6) Kieft kills Algonquins at fort. 

(7) More war, and attempted peace 1643 
is a failure. 



14 Inhabitants When Continent Was Discovered 

(8) 1646 a permanent peace. 

6. Terrible massacres at Ft. William Benry 

during French and Indian War. 

7. With English during Revolutionary War. 

They aided Burgoyne. 

*(4) In Pennsylvania. 

1. Penn's famous treaty under the Elm Tree 

and peace and prosperity for Indians and 
colonists. 

2. They buy the land from the Indians. 

3. Walking purchase is unfair and causes 

trouble. 

4. Wyoming Massacre. 1777, 

(1) Settlers from Conn. 

(2) Butler and Indians attack defenseless 
settlers. 

(3) They resist but are defeated, killed 
and tortured. 

5. Indians help French at Duquesne. 

(5) In Georgia and Carolina. 

1. Did not cause much trouble. 

2. Oglethorp made treaty like Penn. 

3. Settlers of N. C. and S. C. unite and drive 

Tuscaroras out 1711. 

(6) In Southern U. S., Mexico and S. A. 

1. Most highly civilized tribes. 

2. Were made slaves and killed by Spaniards 

and in turn killed Spaniards. 

3. Cortez conquered Montezuma the ruler of 

the Aztecs in Mexico. 

4. Pizario conquered the Incas in Peru. 

(7) In Mississippi and St. Lawrence Valley. 

1. Allied with French against colonists. 

2. Allie with English against colonists. 

3. Caused many massacres during French and 

Indian War, and during Revolutionary 
and War of 1812. 
4. Assisted all the great military movements 
about Lake Champlain, Great Lakes and 
Northern Mississippi Basin. 

5. Jesuit Missionaries. 

(1) Zealous, brave, self-sacrificing. 

6. 1728 the French were all driven out. 



Inhabitants When Continent Wa& Discovered 15 

(1) There were four bloody wars with the 
Chicasawas. 
*7 Pontiac's War. 1763. 

(1) Pontiac chief of Ottawas. 

(2) Crazed by liquor. 

(3) Not willing to submit to English rule. 

(4) The most formidable and wide spread 
plot devised by an Indian brain. 

(5) Out of 12 forts Indians took 8 and 
massacred the garrison. 

(6) England hoped to end it by the Royal 
Proclamation of settlement. 

(7) Niagara, Detroit and Pittsburgh the 
only forts left. 

(8) Peace 1765 after a defeat at Detroit. 

(8) In South and West. 

*1. 1778 Rogers Clark with 150 men captured 
Ft. Illinois, Kaskaskia and Vincennes. 

(1) This gave the colonists a claim to the 
Northwest territory at close of Revo- 
lutionary War. 

(2) This protected the settlers in Tenn. 
and Ky. 

2. Indians defeated Gen. Harmar in Northwest 

Territory. 1790. 

3. Indians defeated Gen. St. Clair Northwest 

territory, 1791. 

4. Aug. 20 1794 Anthony Wayne defeated 

Chief Little Turtle and made the North- 
west settlement safe. 

5. Nov. 7 1811 William Henry Harrison defeated 

Tecumseh 

(1) This was the last formidable attempt 

made by the Indians of the Northwest 

territory. 

6. Capture and m.assacre of General Winchester 

and army at FrenchtowTi in War of 1812. 

7. Louis and Clark got to the Pacific and re- 

turn. They killed one Indian and the In- 
dians killed one of their party. 
(1) Compare with DeSoto's expedition. 

8. March 27, 1814, General Jackson defeats the 

Creek Indians of Southern Ga. and Fla. 

(1) Kills 600 and the rest make peace. 

(2) Encouraged by Tecumseh. 



16 hihabitants When Continent Was Discovered 

(3) Capture Fort Minns near Mobile and 
kill some 400 people. 
9. Sioux and Apaches and several other small 
small wars in the North West. 

10. 1817 Jackson pursues Seminoles. 

(1) Capture Pensacola. 

(2) Hangs ten chiefs and two English 
leaders. 

(3)) War averted by buying Florida from 
Spain. 

11. 1832 Black Hawk War. 

(1) In Northern Illinois. 

(2) Black Hawk captured. 

12. 1835 Seminole War. 

(1) In Florida. 

(2) Caused by request for them to move 
west. 

(3) Colonel Taylor defeated them Decem- 
ber 25, 1837. 

(4) They massacred Major Dade and 120 
men. 

(5) Osceola the Seminole chief. 

(6) He was captured 1837 and soon died. 

(7) Not fully settled until 1842. 

(8) Cost $20,000,000. 

13. 1862 a force from 400 to 500 Indians helped 

the Confederates at Pea Ridge. 

14. 1862. Little Crow a chief of the Sioux In- 

dians made war in Minn., Iowa and North 
Dakota. 

(1) 700 whites were slain and 1,000 driven 
from their homes. 

(2) Colonel Sibley defeated them and took 
500 prisoners. 

15. 1876 Modock War. 

(1) In Oregon. 

(2) Killed two men who went to confer- 
ence. 

(3) Were soon captured. 
16. 1876 Sioux War. 

(1) Sitting Bull chief. 

(2) General George Custer and 264 men 
killed. 

(3) Gen. Terry and Col Reno defeated 
them. 

(4) The last important Indian War. 



Inhabitants When Continent Was Discovered 17 

17. 1890 Sioux of S. Dakota killed 200 inhabi- 

tants and were disarmed. 

18. Reservations were looked up and each Indian 

family given 160 acres of land. The rest 
sold and the money used to educate them. 



Early Explorers and Settlers 19 



III. Early Explorers and Settlers. 
1. The North Men. 

(1) Inhabitants of North West Europe. 

(2) Fearless sea rovers called Vikings. 

(3) Discovered and attempted settlement in Iceland, 

Greenland and America. 

(4) No definite proof of settlement in America. 

(5) Ruins of their buildings found in Greenland. 

(6) Tradition says Bjarni (be ar'me) saw America 

driven by storm. 

(7) There is an account of Lief Ericson making a 

visit to Vineland. (Credited as the true dis- 
coverer) 

(8) 875 a colony in Iceland. 

(9) 981 Eric the Red discovered Greenland. 

(10) There is an account of a ship visiting Vineland 

1347 

(11) Sono'ri first child born of European parents in 

America. 
*(12) They icft no reliable written accounts and the 
way was lost until 1492. 

*2. Why many people of Europe left their old homes and 
friends and made the dangerous voyage. 

(1) They sought religious and political freedom. 

(2) Because they were in debt or wished to make a 

fortune. 

(3) They sought homes, fuel and food. 

(4) They were looking for the Indies by a near route 

(5) The 'spirit of adventure. 

(6) This land would belong to the nation whose ship 

discovered it, and whose people settled it. 

(7) They wished to use the knowledge of the civilized 

past in the new country. 

(8) Reading of Marco Polo's travels. 

(9) Turks capture Constantinople. 

(10) The trade in the East was very valuable. North- 

men fish. 

(11) The fishing industry in Northern Europe. 



20 Early Explorers and Settlers 

3. Spanish and Portugese Endeavors. 

*(1) The three most important of all the early ex- 
plorers. 

*1. Bartholomew Diaz was a Portugese who 
rounded Cape Good Hope 1487. 

*2. Christopher Columbus was an Italian who 
reached America October 12, 1492. 

(1) Born in Genoa, Italy, his father a wool 
comber. 

(2) Little early education and became a 
sailor in Mediterranean Sea, 

(3) Married a daughter of Portugese Na- 
vigator. 

(4) Believes the world is round and thinks 
he can reach by sailing West. 

(5) Is refused aid by Portugal. 

(6) Secured aid from Spain. 

(7) Sails from Palos with three vessels 
and 120 men August 3, 1492. 

(8) Sails for Canary Islands because he 
thought them near Japan. 

(9) Vessels were too small for the Atlantic. 

(10) After a troublesome voyage he lands 
on San Salvador a small island of Ba- 
hamas, October 12, 1492. 

(11) Heartily welcomed by Spain. 

(12) Made three more voyages but never 
learned his mistake. 

(13) America should be named Columbia. 

(14) He gave a great gift to mankind. 

(15) His knowledge. 

1. Books of Marco Polo's Travel, 

2. Accounts of Northmen. 

3. Accounts by Aristottle. 

4. Use of compass and astrolade. 

(16) His voyage gave Spain her claim to 
America. 

*3 Ferdinand Magellan, a Portugese. 

(1) Five ships from Spain 1519. 

(2) Was killed but one ship circumnavi- 
gated the globe. 

(2) Henry, king of Portugal was much interested in 
a route to India by Africa His navigation 
never rounded Cape of Good Hope. Rule 1400- 
1460. 



Early Explorers and Settlers 21 

(3) Vasco de Gama entered Pacific by way of Good 

Hope 1498. 
' (4) Amerigo Vespucci 1499. 

1. An Italian in employ of Spain. 

2. Explores some of western coast. 

3. Writes accounts of his discoveries 1504. 

4. A teacher in St. Die College in France pub- 

lishes a geography and names the country 
America 1507. 

(5) Ponce de Leon, a Spaniard, was Governor of 
Cuba, and explored Florida and named it 1513. 
He was killed by the Indians while attempting 
a settlement in Florida. 

= (6) Balboa (a Spaniard) sees Pacific 1513 from Pan- 
ama and names it South Sea. 

^(7) Cortez, a Spaniard, conquered the Aztecs of 
Mexico 1619- He suggested the idea of a Pan- 
ama Canal. 

(8) Pizarro, Spaniard, conquers Peru. 

(9) Pinzon and Soils in service of Spain, explores 

Gulf Coast 1497. 

(10) Pineda, a Spaniard, explores Gulf Coast 1519. 

(11) Narvaez, a Spaniard, explores Florida 1528. He 

started with 200 men and all except 4 perished. 
These 4 under leadership of Cabeza de Vaca 
cross the continent 1536. They were stimulated 
by stories of Pineda. 

(12) De Ayllon, a Spaniard, went on an expedition to 

5. C. in 1520 and kidnapped Indians to sell for 
slaves in Hati, 1825 he returned to make a set- 
tlement but was lured in the forest and killed 
by Indians. 

(13) Marcos was sent out by the Governor of Mexico 

on an exploring expedition to North West 1539. 
He reached the Indian Pueblos of that region, 
one of his party was killed and he returned. 
There was a Spanish myth that seven bishops 
had been driven out by the Moors and had built 
seven cities in a land in the Sea of Darkness. 
Thi^ was confounded with the Indians' account 
of the seven caves. They were known as the 
seven cities of Cibola. 

(14) Coronado was sent out in 1540 with 1100 men. 

He went northward to Santa Fe and Westward 



22 Early Explorers and Settlers 

to Arizona and East to Central Kansas. 
(15) Ferdinand De Soto set out with 600 men, ex- 
plored Florida, discovers Mississippi River, 1541 
goes into western Kansas and returns to Mis- 
sissippi where he dies, and the party go to the 
mouth of the river. 

*(16) Menendes, 1565 massacres the French Hugenots 
who settled on St. John's River in Florida, and 
founded St. Augustine. 

*(17) We buy Florida from Spain in 1817. 

(18) Spanish settle Los Angeles 1781, San Diego 1769, 

and San Francisco 1776. 

(19) Conflict with Georgia settlers. 

(20) Defeat of the Spanish Armada by England 1588, 

and its effect on her colonies. 

(21) Spain holds some possessions in S. A. and Mexico 

for a while, but lost all power as a colonizer, for 
it had no army, no navy, no commerce, no 
manufacturers and a population reduced by 
emigration. 

(22) Portugal held the large country of Brazil. 

(23) 1600 — 200,000 Spaniards were living in America. 

(24) The Spanish American War, April 25-, 1898. 

4. The French. 

(1) Denys discovered the Gulf of St. Lawrence 1506. 

(2) Verrazano, an Italian, explores the East coast 

of U. S. 1524. 

(3) Cartier 1534 explored Newfoundland and Gulf 

of St. Lawrence ; 1535 he ascended the St. Law- 
rence to where Montreal now stands. 1540 he 
attempts settlement but fails because of cold. 

(4) John Ribaut 1562 landed at Port Royal, S. C. he 

left a garrison but they became desperate and 
were taken home by another vessel. 

*(5) Landonnier 1564 planted a colony on St, John's 
River, Fla. They were reinforced by Ribaut 
the next year, but were soon murdered by the 
Spanish under Menendez. This was revenged 
by the Frenchman, De Gourgues. 

*(6) Champlain explores the St. Lawrence 1600. He 
was near landing at New York. Plants the 
first permanent French settlement at Quebec 



Early Explorers and Settlers 23 

1608. Explores Lake Champlain and leads at- 
tack against Iroquois 1609. Discovered Lake 
Superior 1635. 
(7) DeMonts attempts settlement in Acadia 1605. 

*(8) Jesuit Missionaries suffer much persecution in 
their attempts to convert the Indians. They 
gave French a claim to Mississippi Valley. 
Jacques Marquette and Louis Joliet with five 
men enter the northern Mississippi Valley 1673. 
They go down Mississippi to mouth of Arkan- 
sas. 1774 Marquette and two companions build 
hut and live at Chicago. 
(9) French population 1688—11,000. Could easily 
be mustered on ten acres. 

*(10) Robert Cavelier La Salle 1666. Greatest of 
French explorers. After third attempt he 
reached the Mississippi mouth 1682. Claimed 
territory for France. Planned for a settlement 
and was killed. 

(11) French built fort on Champlain 1731. 

(12) French built fort at Oswego, 1727. 

(13) Bienville established a settlement at New Or- 

leans, 1718. 
*(14) The IJundred Associated was a name given to 

a French Company which had trading ports in 

America. 
(15) Verrazano, an Italian in employ of French, ex- 
plores Newfoundland, 1524. 
(16.) Lemoine Iberville sailed up Mississippi River 

and planted a colony at Biox Bay 1699. 
*(17) France aids the colonies in Revolutionary War 

after battle of Saratoga. 
*(18) French lost St. Lawrence Valley, Great Lakes 

and Mississippi valley in French and Indian 

Wars. 
*(19) France sells Louisiana to U. S. 1803. 

(20) Naval War with France 1789. 

(21) X. Y. Z. Papers. 

(22) France is one of the allied nations in the great 

world war. 

5. The English. 

*(1) John Cabot. An Italian in employ of English. 



24 Early Explorers and Settlers 

He attempted to go to India and reached La- 
borador 1497, just four months before Colum- 
bus reached the main land of America. 

*(2) Sebastian Cabot. Son of John Cabot. 1498 in 
same year that Columbus reached the main land 
of South America he explored the coast from 
Newfoundland to Chesapeake Bay. *These 
voyages gave England her great claim to Amer- 
ica. 
(3) Frobisher attempts way to Indian and enters 
Baffins Bay 1576. 

*(4) Sir Francis Drake. On an expedition to the 
Isthmus of Panama he saw the Pacific. He was 
the first Englishman to circumnavigate the 
globe, 1577. 
(5) Sir Humphrey Gilbert. The first to think much 
of settling America. The attempt on the St. 
John's failed and the colonists were lost at sea 
while returning home, 1583. 

* (6) Sir Walter Raleigh. 

1. A half brother of Gilbert. 

2. A man of noted ability and character. 

3. A favorite of Elizabeth. 

*4. Spent over $200,000 in trying to plant a 
colony in America. Sir Richard Greenville 
and over 100 Colonists went to Roanoke 
Island 1585. Lane and Greenville did not 
deal wisely with the Indians. Hariot learns 
of land and products. First attempt on 
Roanoke Island. Colonists become dis- 
heartened and Drake who happened to stop 
there took them home. 

5. Second colony under White 1587. Poorly 

managed. White returns for supplies. On 
return sometime later colony is missing. 
Virginia Dare the granddaughter of White 
was the first child born of English parents 
in America. 

6. Raleigh sent out five expeditions to find col- 

onists. First find word roaton on tree. 
He explores Trinidad and southern U. S. 

7. Bartholomew Gosnold explores New England 

1602. Built a fort at Cuttyhunk, but after 
getting a cargo of sassafras and furs all 



Early Explorers and Settlers 25 

return to England. Took a shorter and 
more direct route to America. 

6. The Thirteen Colonies. 
* (1) General. 

1. Here was the true foundation of the Ameri- 

can Nation. 

2. They were settled by some of the best people 

in the world. 

3. The settlers had noble ideals. 

4. They settled where climate, soil and location 

were best suited for healthy growth. 

5. They were thought insignificant and thus 

escaped European attention which would 
have otherwise ruined their ideals. 

6. They are the thirteen diamonds of history. 

7. Liberty and America were inseparable when 

it was inhabited by these sturdy colonists. 

8. Taxation, justice, suffrage and trade were 

the rights desired. 
*(2) Virginia, 1607. 

1. See Raleigh under English. 

2. Settled at Jamestown 1607 by English un- 
der London Company and charter from 
King. 

3. Lord Delaware dies on way to Colony and 

Yeardley becomes governor but Smith is 
most important. 

4. Charter gave freedom from tax, trial by jury 

and regulated labor. 

5. New charter 1609. The Council in England 

to rule entire. 
*6. Smith saves the colony but goes to England 
1609. Though an exaggerator by no 
means a liar. He was a man who did 
things, was brave, ingenious, prudent and 
accomplished. He was a dauntless human 
soul of inexhaustible ability and resource. 
1614 Smith made an exploring voyage and 
mapped New England coast. 1617 he was 
promised a fleet of 20 vessels. Died in 
London poor and disappointed 1632. Wrote 
a general history of Virginia. 



26 Early Explorers and Settlers 

7. A second Lord Delaware turns back fleeing 

colonists. 
*8 Starving times 1609-10. Trouble with In- 
dians, sickness, ate horses, cats and dogs, 
also cannibalism. Sixty diseased wretches 
left of 500. 
*9. Governor Dale 1600 gives each man his own 
land. Bought six ships and 300 colonists. 
>' 10. Third Charter 1612. In this not the Council 
but the stockholders have supreme power 
*11. In 1612 John Rolfe starts a tobacco planta- 
tion. 

In 1619 they export 20,000 lbs. 
In 1637 thev export 500.000 lbs. 
In 1670 they export 12,000,000 lbs. United 
States produced in 1915, 1,060,587,000 
lbs. It gave Virginia a staple industry. 
It made slaves useful and first were 
bought 1619. 

It scattered the people and made schools 
poor. 

It gave the King something to tax. In 1621 
tobacco bought the men wives and the 
favor of the King. 
*12 1619 the first legislative assembly in Amer- 
ica at Jamestown. 22 members. Yeard- 
ley governor.All free inhabitants vote but 
later there is a property qualification. 

13. 1624 the King takes '^ charter and makes it a 

Royal Province, but he could not take away 
liberty in Virginia. 

14. In 1632 Maryland gets the northern part of 

their vast territory and in 1661 Carolina 
gets southern part. 

15. In 1660 trade laws were enforced. 

In 1663 they were allowed only to trade 
with England. 
. In 1663 they were not allowed to trade witji 
other colonies. 
*16. 1642 Charles I appointed William Berkely 

Governor. He was one of the most detest- 
able characters that had anything to do 
with American History. Bad rulers are 
good, if they are only bad enough. — 
Emerson. 



Early Explorers and Settlers 27 

He taught the people how to hate despo- 
tism, and how to struggle against it. No 
man could be sent to Virginia who was 
strong enough to destroy the desire for 
liberty. 

17. Charles II, wished to be good to his friends 

so he gave Virginia to Lord Arlington and 
Culpepper 1677. They were so corrupt 
that they were removed in 1684. 

18. Berkley was reoved during the rule of the 

Commonwealth in England for he declared 
himself for Charles. 

19. When Charles was restored and later James 

II and during Commonwealth Rule many 
good families emigrated to Virginia. 

20. Berkley rules again 1660. 

*21. 1667 Berkley would not protect settlers 
against Indians because of fur trade. Na- 
thaniel Bacon drives back Indians and then 
defeats Berkley. It was called Bacon's Re- 
bellion. Bacon dies and Berkley with 
Robert Beverly defeats colonists and hangs 
40. Jamestown was burned by Bacon and 
government was removed to Williamsburg, 
1690. 

22. Spots-Woods 1710-1752. Governor of Va. 

23. Dinwiddle Governor 1752-1758. 

24. Took an active part in French and Indian 

Wars in Ohio Valley. 

25. Ranked second as a leader in the Revolution. 

26. Sermon by Rev. John Muhlberg showed the 

spirit of Virginia 1775. 

27. Edmund Andros Governor 1692. Not dan- 

gerous then for he had lost all influence in 
the colonies. 
(3) New York. 1614 or 1623. 

1. See French explorers for settlements on 

Lake Champlain and Great Lakes. 
*2. Dutch East India Co. sent out an Enghsh- 
man, Henry Hudson September 1609. He 
explores the Hudson River 1613 and later 
died in Hudson Bay, June 23 1611. 

3. A trading expedition to Hudson River, 1610. 



28 Early Explorers and Settlers 

4. Christianson and Block visit Hudson River 
1613 and get furs. 
*5. 1614 Cabins are built on Manhattan and a 
fort is built at Nassau near Albany. Five 
ships carry settlers. Their charter was not 
for colonization but for fur trading. 

6. 1616 Schoutern and Hoorn explore Terre del 
Fuego and then go North and build a fort 
at Albany. 

*7 The Dutch West India Co. grant their first 

charter for colonization 1621, and 1623 
'Cornelius May settles Manhatton and Joris 

settles at Fort Orange. 
*8. In 1636 Peter Minuit becomes Governor and 

pays $24 to Indians for Manhattan Island. 
*9. 1629 Patroon system established. It was an 

old European Feudal system. 

10. 1632-1640 Wouter Van Twiller Governor. He 

had all of Peter Minuit's faults and none of 
his virtues. 

11. Dutch had planted a colony on Cape Henel- 

open Delaware, but were destroyed by In- 
dians. 

12. 1640-1647 Kieft was governor. He was the 

worst of the Dutch governors. 

13. 1633 a fort was built at Hartford, Conn. 
*14. 1633 a school was established and is now 

"The Collegian Reform Church School" of 
New York City. 
*15. Kieft dealt unjustly and quarreled with the 
Indians. This caused the death of many 
settlers and the destruction of much prop, 
erty. (See Indian Wars.) 

16. 1647-1664 Peter Stuyvesant was governor. 

He ruled well but his ideas did not suit 
Free America. A stern ruler. Did not 
think democracy possible. Established free 
trade. 

17. 1655 Dutch captured the Swedish colonists 

in New Jersey. 
*18. 1664 Nicolls an English Admiral captures 
New York. 
19. After a short ill rule the Dutch again hold it 



Early Explorers and Settlers 29 

15 months but it was given back to Eng- 
land through a treaty in Europe. 
20. New Jersey was then given to Lord Berkley 
and Sir George Carteret and New York to 
Duke of York. 
*21. The short Dutch rule of 50 years left a very 
lasting impression on the American Nation 
and its people in New York State. 

22. The Dutch were intolerant in Religion and 

severe particularly on Catholics. Duke of 
York, however, was a Catholic. 

23. Nicholson the Governor is unseated by Jacob 

Leisler 1689, due to Revolution in England 
1688. 
*24 1690 was the massacre at Schnectady. New 
York was subject to much trouble with In- 
dians. The Iroquois the strongest tribe 
held the key to the West and North. 

25. Made a Royal instead of a Proprietary Colony 

in 1697. 

26. Colonel Sloughter Governor persecutes Ca- 

thohcs in 1691. 

27. Leisler and brother-in-law are hanged by 

people in drunken slaughter. 

28. Bellmont Governor. Had dealings with Wil- 

liam Kidd. 

29. Lord Combuhy next governor. 

30. Loveland next worthless governor. 

31. Peter Zenger, a printer is defended in court 

by Lawyer Hamilton from Philadelphia 
against Governor Crosby, and wins the case 
against the governor. This was a step for 
the free press in America. 
*32. June 1754 Albany Convention. 
*33 Battle of Saratoga was oije of the greatest 
battles of the world. 
34. Edmund Andros the Goevrnor of New Eng- 
land controlled also New York. 
(4) Massachusetts. 1620. 

*1. hese colonists showed the greatest bravery 
in resisting tyranny and were the first to 
strike for liberty. The people as a whole 
had high religious ideals, and as their lead- 



30 Early Explorers and Settlers 

ers had the same ideals, they left us a great 
example. 
2. 1608 Separatists go to Leyden. 
*3. 1620 Because of hard labor and religious 
ideals they get help from the Plymouth 
Company and go to Plymouth. 

(1) The Voyage. 

(2) The Mayflower compact in the cabin 
1620. 

(3) Carver Governor. 

(4) Recognize King. Agree to obey their 
own laws. 

4. Carver dies and Bradford is Governor. 
*5. Miles Standish their military leader, a noted 
figure in history. 

6. After much hard work they pay their debt 
to the Company. 

.7. Landed December 21, 1620. 

8. 1643 the ten towns of Plymouth had a popu- 
lation of 5,000. 
*9. Carver made a treaty with Massasoit, and 
the one little skirmish with the Weymouth 
Indians was all the war they had until 
King Philip's War, 1675. (See Indians.) 

10. They never had a charter but got a patent 

for their territory. 

11. 1691 a Royal Charter consolidated the other 

colonies with the Plymouth. 

(1) Brewster Carver, Standish, Bradford 
and Robinson were the prominent 
men. Robinson stayed and died in 
Holland. 

12. 102 reach Plymouth in Mayflower after a 

voyage of two months, September 6 to De- 
cember 2i, 1620. 

13. 1628 John Endicott brings colony of Puri- 

tans to Salem. 

He getst his charter 1636. 

(1) Governor 1628-1655. 1645 Major Gen. 
Colonial troops. Took part in Pe- 

quot War. Cut cross out of flag. Very 
religious and industrious. 



Early Explorers and Settlers 31 

14. 1630 John Winthrop brought a large colony 

with a charter to Boston. 

(1) Although he was a different type from 
Adams or Otis he was one of the wis- 
est and best, a sublime character. 
17 ships and 1,000 people. 
People of England missed them. 

15. 1630 to 1640 there were 20,000 people came 

to New England. 

16. 1631 suffrage only to Puritans. 

*17 Body of Liberties a bill of rights passed by 
themselves. 

18. 1634 the second truly representative Assem- 

bly in America. 

19. The Salem Witchcraft was one of the most 

despicable things in Colonial History. 
Cotton Mather responsible. 
19 persons hanged. 
*20 1684 lost their charter as Charles II did not 
like their independent spirit. 

21. A new charter 1691 under William and Mary. 

22. The Puritans were called Congregationalists. 

because many questions were settled in the 
church congregation. 
*23. 1699 Charles II decides to enforce the Navi- 
gation Acts. Boston prepares for resis- 
tance by force. England desiring money 
and power and had heard false reports of 
regicides. Trouble at New York saved a 
conflict. Colonists helped at New York. 

24. They now send a paper to the King. State 

the right to govern themselves. State the 
King's promise in the charter. 

25. Three English gentlemen, Maverick, Carr 

and Cartwright came to take charge of af- 
fairs in the colony. They attempt to hold 
court. The people will not let them in the 
court room. They call them traitors. The 
Governor tells them that their claim doth 
more abuse the King than our refusal. 

26. Edmund Andros is now sent to govern New 

England and New York. A far more in- 
telligent man than Berkley of Virginia, he 
can, therefore, plead less excuse than 



32 Early Explorers and Settlers 

Berkley for the evil and misery of which 
he was the immediate cause. No earthly 
punishment overtook him. 

27. King sends for Bellingham and Hawthorn, 

but they decide to stay in America. War 
with France now prevents an open break. 

28. Edward Randolph comes to Boston, 1676 and 

does much to make things worse both in 
England and in the colonies by his desper- 
ate lies. 

29. Dongan was a good Royal Governor. 

30. Dudley ruled five years in the absence of 

Andros. 

31. 1680 Boston is made capital of New Eng- 

land. 

32. 1689 Andros is put in prison and later sent 

back to England. 
*33. Missachusetts made the break at the opening 
of the Revolutionary War. 
(5) New Hampshire. 1623. 

1. 1623 David Thompson established a fishing 

station at Portsmouth. 
(1) Mason a proprietor owner N. H. by a 
grant from the King. 

2. First permanent settlemt in Maine 1625 

at Pemaquid near Bath. 

3. 1627 Edward Hilton established a fishing 

station at Dover. 

4. John Wheelerwright 1638 founded Exeter. 

5. 1642 Because of danger from Indians N. H. 

joins Mass. 

(1) They retained their local government 

and were represented in Massachusetts 

Assembly. 
*6. 1680 The first Royal Province. Cramfield 
tried to tax, but the "Hot Water Rebellion" 
resulted. Cramfield was glad to return. 

7. Irish settle Londonderry 1719. 

8. John Stark, Webster, Paul Jones from New 

Hampshire. 

9. Beech Steal, an attempt to make settlers 

leave land which New York claimed. The 



Early Explorers and Settlers 33 

officers were whipped with beech rods. 
The Green Mountain Boys took an active 
part in the Revokition. 

(6) Maryland. 1634. 

1. CathoHcs first attempt settlement in New 

Foundland 1627-1629. 

2. George Calvert, Lord Baltimore visits Vir- 

ginia 1629 and asks King Charles I for 
grant. 

3. He dies, and Cecil Calvert his son, makes first 

settlement at St. Marys, 1634. 

*4 His doctrine of government was, "The pro- 
prietor could not get as close to their per- 
sonal needs as they could, and they preoc- 
cupied with private interests, could not see 
as far and wide as he." 

*5. Their first popular assembly 1635 was di- 
vided into two houses 1649 and in that year 
passed an Act of Religious Toleration. 

6. Clayborne and Ingle Rebellion. 

(1) Clayborne had a trading station on 
Keant Island. 

(2) Virginia did not wish to lose the land. 

(3) Ingle defeats Stone, Calvert's general, 
twice. 

(4) Calvert flees and Catholics are mis- 
used. 

(5) Cromwel does not support the Re-' 
bellion. 

(6) 1715 Charles Calvert returned pro- 
prietor. 

7. 1692 it becomes Royal Province and 1715 

Proprietory again. 

8. 1792 Baltimore founded. 

(7) Connecticut. 1634. 

1. Dutch make settlement on Connecticul River, 

1633. 

2. Capt Wm. Homes from Plymouth builds fort 

at Windsor, 1633. 



34 Early Explorers and Settlers 

3. Emigrants from Boston settle Wethersfield, 

1634. 

4. Others from Massachusetts settle Windsor, 

1635. 

5. Thomas Hooker at Hartford, 1636. 

6. Eaton and John Davenport come from Eng- 

land and settle New Haven 1638. 

7. John Winthrop Jr., at Saybrooke, 1636. 

*8. They all wished more freedom than in Mas- 
sachusetts. 

9. The colony gave important principles in gov 
ernment. 

10. Peqout War 1637. 

(1) 110 men with help of some Indians, 
John Mason and Underhill in a short 
time completely destroyed the Indians. 

11. The first written Constitution in America, 

January 1639. It was called "The Body of 
Fundamental Laws." 

12. They prohibited Quakers from settling, 1657. 

13. They established school, 1642. 

14. Yale University at New Haven, 1701. 

15. The liberal charter of Charles II, 1662. 

16. Andros and Charter Oak 1687. 

17. State Constitution 1818. (Charter used until 

this time). 

(8) Rhode Island. 1636. 

1. In spring 1636 Rodger Williams with a few 

friends made a settlement on Narragansett 
Bay and named it Providence. 

2. Absolute religious liberty. Md. limited to 

Trinitarians R. I. took Jew, Christian or 
Pagan. 

3. 1639 the first Baptist Church in America. 

4. 1644 R. I. gets a charter from Parliament. 

(1) Charter delivered to Lewis and 
brought to colony by Baxter. 

5. 1663 they get a Royal Charter much the 

same as the others. 



Early Explorers and Settlers 35 

6. They strike out the clause stating the alleg- 

iance to the King and use it until 1842. 

7. Brown University established 1764. 

8. General Green from Rhode Island. 

(9) Delaware. 1638. 

1. Dutch made first settlement 1631 and it was 

destroyed by the Indians. 

2. Peter Minuit takes out a colony for the 

Swedes and in 1638 founds Christian, now 
Wilmington. 

3. 1665 it surrenders to Peter Stuyvesant. 

4. 1664 it is a part of New York by Duke of 

York. 

5. 1682 Penn buys it. 

*6. 1701 it gets a charter from Penn. 

*7. It was the first state to accept the Constitu- 
tion. 

8. Soldiers in Revolution were called Blue Hens, 
Chickens or Gamecocks. 

(10) North and South Carolina. 1663-70. 

1. Emigrants from Virginia had made settle- 
ment on Chorean River, 1653. 
*2. They had learned liberty and self govern- 
ment before English rule appeared. 

3. The Quakers were prominent in these colo- 

nies. 

4. Charles II granted territory to: 

Albermarle Wm. Berkley 

Carven John Colleton 

Clarendon George Carteret 

Berkley Lord Shaftsbury 

*5. Lord Shaftsbury and John Lock plan the 
Grand Model 1669. 

(1) A system of Feudalism. 

(2) Could not be changed. 

(3) They despised the people and thought 
kings a nuisance. Aristocracy was all 
that should rule. 

(4) It was never used and scarcely at- 
tempted. 



36 Early Explorers and Settlers 

(5) Colonies not profitable to Proprietors 

for in 1714 it yielded only $100 for 

each. 

6. Englishmen from Bargados settle on Cape 

Fear River 1665 (now Charleston). 

*7. Government from England was established 

for the Albemarle settlement. 
*8. British emigrants settle on Ashley River 
near Charleston 1670. 
9. 1672 they found Charleston. 

10. 1698 they give up Grand Model. 

11. 1729 Becomes a Royal Province, 

12. 1729 the colony is divided. 

13. 1711-13 Tuscarora War in N. Carolina. 
*14. Governor Tyron 1771. 

(1) Unjust tax. 

(2) Battle on Almance River. 

(3) Colonists defeated and the leaders 
executed.. 

(4) Opening of Revolution in South. 

15. Rice 1694. 

16. Indigo 1792. 

17. Robertson and Severe go to Tennessee 1779- 

72. Harrod and Boone go to Kentucky, 
1744-75. 

(11) New Jersey. 1665 (1617) 

1. Dutch settle at Berger 1617. 

Dutch settle opposite Philadelphia 1623. 

2. England gains possession 1664 and D'ike of 

York sells it to Lord Berkley and George 
Carteret. 

3. Philip Carteret settles Elizabethtown 1685. 

4. 1674 Quakers settle Salem, 1677 settle Bur- 

lington. 

5. 1674 Berkley sold to Quakers. 

6. They make friends with the Indians. 

7. 1688 it is united with New York and Andros 

is Governor. 

8. 1682 Quakers buy all New Jersey. 



Early Explorers and Settlers 37 

*9. Because of trouble about the three claims of 
New York, Quakers and Carteret, it be- 
comes Royal Province 1702. 

= (12) Pennsylvania. 1682. 

1. Wm. Penn bought from Charles II for 16,000 

pounds 1681, 

2. He sent out emigrants 1681. 

3. He goes himself and founds Philadelphia 

1682. 
*4. He gives his colonists a charter called *'The 
Great Law." 

(1) It was Democratic. 

(2) It was a high type of government. 

(3) There was political dissatisfaction 
later but it did not hinder prosperity. 

(4) They gave the world the true idea of 
liberty. 

(5) Most of his principles of government 
are today in the National Constitution. 

*5. They made a famous treaty with the Indians. 
6. 1688 the first permanent printing press in 
America. Bradford of Philadelphia printer. 
*7. 1688 they decided against slavery. 
*8. 1720 Iron discovered. 1791 Anthracite dis- 
covered. 
9. 1755 Braddock's defeat and Indian troubles. 
*10. Mason and Dixon settle boundary dispute by 

famous survey 1763-67. 
*11. Independence, Philadelphia, 1776. 
*12. Franklin, Dickinson, and Morris among 
America's most famous men. 

(13) Georgia. 1733. 

*1. General James Oglethorpe secures right to 
settle from George II, 1732. 

(1) If not so wise as Wm Penn, he was at 
least as kind. 

(2) His object: 

1. To defend from Spanish. 

2. To give religious freedom. 



38 Early Explorers and Settlers 



3. To give debtors a chance. 

(3) The government was not democratic 
enough for America. It did not give 
the people enough responsiljftlity. 

(4) Ebenezer was settled by Sartzburg 
Protestants, 1734. 

(5) Augusta became a fur trading post 
1735. 

(6) 1740 Oglethorpe succeeded in a cam- 
paign against the Spanish at St. Au- 
gustine and in 1732 repulsed a Span- 
ish attack. 

(7) 1752 Georgia became a Royal Province 



Government 



39 



IV. Government. 



1. Proprietor Colonies were those in which some one man 

owned the property and sold a grant to a colonist. He 
also ruled the colony according to his wisries and to 
the regulations of their charter from England. 

2. Royal Colonies were those in which the chief ruler and 
possible other important officers were appointed in 
England. The colonists managed their local affairs 
under a charter; at times they did not even have a 
charter of any kind. 

3. Charter Colonies were those in which the colonists 

elected their rulers and managed all affairs of govern- 
ment under a charter from the English Government. 

4. Colonies. 

(1) Virginia — Charter — Royal. 

(2) New York — Proprietory — Royal. 

(3) Massachusetts — Charter — Royal. 

(4) New Hampshire — Proprietory — Royal. 

(5) Connecticut — Charter. 

(6) Maryland — Proprietory. 

(7) Rhode Island — Proprietory — Charter. 

(8) Delaware — Charter. 

(9) North Carolina — Proprietory — Royal. 

(10) New Jersey — Proprietory — Royal. 

(11) South Carolina — Proprietory — Royal. 

(12) Pennsylvania — Proprietory. 

(13) Georgia — Proprietory — Royal. 

"5. Continental Congress. The second continental Con- 
gress was the first national government for America.) 

*(1) From May 10th, 1775 to March 1, 1781. 

1, John Hancock, President. 

2. The first body that governed all the colonies. 
3 Managed the War. 

4. Appointed Washington Comander-in-Chief. 

5. Issued paper money. 

6. Borrowed money. 

7. Secured aid of France. 

*6 Confederation. (The second National goveijirtient.? 
(1) Adopted 1781, March 1, to Sept. 13, 1788. 



40 Government 

(2) Western Claims given to Confederation. 

(3) Ordinance 1787, North West Territory Gov. 

1. Religion. 

2. Schools. 

3. Slavery. 

4. States formed. 

(4) Powers and Condition. 

1. League of Friendship. 

2. Vote by states. 

3. War. 

4. Treaties. 

5. Coin money. 

(5) Troubles. 

1. Trade. 

2. Tax. 

3. Foreign. 

4. Could suggest but not act. o 

5. No head. 

6. Shay's Rebellion 1786. 

7. Trouble with Spanish on Mississippi River. 

(6) Annapolis and Philadelphia Conventions. 

*7. The Constitution. (The Third National government), 
(1) Growth. 



1. 


Ideas from Europe. 


2. 


Environment. 




(1) Oppression. 




(2) Indians. 




(3) Little attention. 




(4) Forests and vast territory, Sea-wide 




separation. 




(5) Class of people. 




(6) Colonial experience at government. 


3. 


Mayflower Compact. Nov. 21, 1620. 




(1) Agree to obey laws which they made. 




(2) Acknowledge King. 



Government 41 

4. First Legislative Assembly, Virginia 1619. 

(1) Gov. Yeardley. 

5. Second Legislative Assembly, Massachusetts, 

1634. 

6. New England Confederation 1643. 

(1) Mass. Plymouth Conn. New Haven. 

7. Albany Convention 1754. 

(1) Join or die (Franklin) 

8. Stamp Act Congress, October 5, 1765. 

(1) Massachusetts proposes this Congress. 

(2) Meet at New York. 

(3) Nine colonies represented. 

(4) Declaration of Rights. 

(5) Grievances. 

1. Tax. 

2. Justice. 

3. Trade. 

4. Stamp and Sugar Acts. 

9. First Continental Congress, Sept. 5, Oct. 26, 

Philadelphia, 1774. 

(1) Virginia proposed it. 

(2) An address to colonies, Canadians, 
Great Britain, King and a Declaration 
of Rights. 

(3) It was rather an ultimatum. 

(4) Carpenter's Hall, Philadelphia. 

10. Second Continental Congress May 10, 1775, 

March 1, 1781. 

(1) Became the first real governing body. 

11. Independence, July 4, 1776. 

(1) Thomas Paine's "Common Sense." 

(2) Caused by treatment of Great Britain 
and to gain a better standing in Eu- 
rope. 

(3) Independence Hall, Philadelphia. 

(4) Lee proposes independence June 7, 
Passed July 2. 

(5) Declaration passed July 4, 1776. 



42 Government 



(6) Danger in signing. 

(7) Union and Independence were two 
ideas. 

12. Confederation, March 1 1781, September 13, 

1788. 

(1) Could not amend except by consent of 
13 States. 

13. Trade Committee meet at Mt. Vernon, Va., 

and Md. to discuss naigation of Potomac. 

14. Trade Convention Annapolis, Sept. 1786. 

(1) New York, New Jersey, and Delaware 
represented. Virginia called it. 

15. Constitutional Conventions May to Sept. 1, 

1787 at Philadelphia, Independence Hall. 

(1) Rhode Island not represented. 

(2) Virginia plan — present Constitution. 

(3) New Jersey plan — Amen Articles. 

(4) Three Compromises. Rep. Slavery 
1808, State Rep. 

(5) Signatures and Adoption. 

(6) Washington president of Convention. 

(7) Franklin's appeal for support of the 
imperfect document. 

(8) Confederation declared in force Sept. 
13, 1788. 

(9) President inaugurated April 30, 1789. 

(10) Congress assembled March 1789 in 
Federal Hall, New York. 

(11) Goes to Philadelphia and to Washing- 
ton 1800. 

(12) Amendments under Washington 1791. 
1. 10 amendments bill of Rights. 

(13) Later Amendments. 

1. 11th Judicial power. 

2. 12th Election of President. 

3. 13-14-15 Savery 16th Income Tax. 

4. 17th Direct election of senators. 

(14) Civil War settled question of State 
Rights and gave the Constitution more 
strength. 



Administrations ' 43 



V. Administrations. 

*1. George Washington— 1789— 1797. Va. Federalists. 

(1) John Adams, V. P. 

(2) Unanimous election. 

(g) Cabinet — Jefferson, Hamilton, Knox. 

(4) John Jay Chief Justice. 

(5) First Tariff 1799. Av. 9 per cent. In 8 years 

14 per cent. 

*(6) Liquor Tax Whiskey Rebellion, 15,000 troops 
called out. 

*(7) Tenth Amendment to Constitution 1791. 

*(8) Debt, Bank (1791-1811) $10,000,000 Capital. 

* (9) Mint, Philadelphia 1792. Decimal system. Hamil- 
ton's Financial Policy. 

1. Pay all foreign debts. 

2. Pay all debts due citizens. 

3. Pay all state debts. 

4. This policy strengthened the national gov- 

ernment, 

(10) Federalists and Republicans. 

(11) Census 1790. First patent issued 1790. 

(12) Anthracite 1791. 

(13) Cotton-gin 1793 

(14) Neutrality 1793-94. 

(15) Impressment and 60 day embargo. 
*(16) Jay's Treaty 1796. 

(17) Treaty with Spain 1795 
*(18) Farewell Address. 

(19) Virginia, Kentucky and Tennessee admitted as 

states. 

(20) Death of Franklin 1790. 

2. John Adams 1796-1801. Federalist. Mass. 
(1) Jefferson, V. P. 



44 * Administrations 

*(2) X. Y. Z. Papers to Congress by Adams. 

1. "Millions for defense, but not one cent for 
tribute." 
(3) Naval War opens and Tellayrand agrees to re- 
ceive Aerican Minister. 
*(4) Alien and Sedition Laws. 

*(5) Virginia and Kentucky Resolutions. Supreme 
Court of U. S. now has the power which they 
claimed. 

(6) Death of Washington. December 14, 1799. 

(7) 1800 Capitol at Washington. 

(8) A. and S. Laws divide Federalists. 

(9) John Marshall Chief Justice. 

(10) Midnight Judges. 

(11) 11th Amendment to Constitution adopted 1798. 

(12) National Hymn "Hail Columbia" by Joseph Hop- 

kinson, 1798. 

3. Thomas Jefferson, 1800-1809. Va. Republican. 

(1) Aaron Burr, V. P. 2nd Term, George Clinton. 
*(2) Elected by House of Representatives. 

(3) True Democracy begins. 

(4) Spoil System 9 removals. 

*(55) Louisiana Purchase 1803, $15,000,000. 

1. Livingston & Monroe, Commissioners to 
France. 

(6) Louis and Clark. 

1. May 1804 left St. Louis. Winter at Bismark, 

N. Dakota. 

2. 1805 Winter on Columbia River. 

3. 1806 return to St. Louis. 

(7) 1806 Zebulon Pike reaches source of Mississippi 
River. 

(8) Pay debt. Gallaton Secretary-Treasurer. 
*(9) Internal improvements — Cumberland Road. 

(10) War with Tripoli and Algiers 1800-1814. 

1. Brainbridge — Decatur — Preble — Rodgers — 
Hall. 
*(11) Long Embargo and Non-Intercourse Act. 



Administrations 45 

*(12) Non-Importation, 

*(13) Fulton's Steamboat 1807. Albany 1811. Mis- 
sissippi River. 

(14) Burr's Conspiracy. 1807. 

(15) Ohio admitted. 

(16) Duel between Hamilton & Burr, 1804. 

*(17) Importation of slaves forbidden, January 1, 1808. 

(18) 12th Amendment adopted 1804. 

(19) U. S. Military Academy, West Point, 1802. 

4. James Madison, 1808-1817. Va. Dem. Rep. 

(1) George Clinton, V. P. 2nd Term, Ellridge Gerry. 

(2) Macon Act or Non-intercourse. 
*(3) Treachery of Napoleon. 

* (4) W. H. Harrison Tecumseh and Tippecanoe 1811. 

(5) England sea policy. 

(6) Henry Letters $50,000. 

*(7) Short embargo and War declared 1812, June 18, 

(See War Outline.) 
*(8) June 15, 1813, Mass. Legislature condemns war 
and called Hartford Convention Docember 15, 
1814. 

1, Mass, Conn, R, L, Secret session 3 weeks. 
Seven Amendments — George Cabot, chair- 
man — Ruined Federalist party — Dishonor- 
able meeting, 

* (9) Second U. S, Bank, 1816 for 20 years. 

1. No bank 1811-1816. Capital $35,000,000. 
(10) Louisiana 1813, Indiana 1816. 

5. James Monroe 1816-1825. Va. Dem. Rep. 

(1) Daniel D Tompkins, V. P. Rufus King, V. P. 

* (2) Era of Good Feeling. 

1. No foreign questions. 

2. Home questions not prominent. 

3. Pres. visit. 

(3) First Seminole War 1817. 

1. Jackson defeats Creeks 1814. 

2. Jackson destroys negro fort, 1816. 

3. Jackson defeats Seminoles and British 1818. 



46 Administrations 

*(4) Buy Florida 1821, $5,000,000 and accept south- 
ern boundary of Oregon. 

(5) Panic 1819. 

(6) Separation of church and state in New England. 
Suffrage. 

* (7) Savannah from New York to Liverpool 1819. 

(8) 1819 Judge Story declared that slavery had 
steeped the nation in iniquity. 

(9) Tallmiadge Amendment to prohibit Western Ex- 
tension, of Slavery, 1819. 

*(10) The Missouri Compromise. 1820. 

Alternate admission of free and slave states to 
keep balance of power equal in senate. Maine 
asks for admission as free state North is de- 
termined to have no slave territory from Louis- 
iana purchase. Result: Maine a .tree state, 
Missouri slave state. All territory admitted from 
Louisiana Purchase north of 36 degrees 30 min. 
to be free, and south to determine for themselves 
whether free or slave states. 

(11) Crawford's Tenure of Office Act, 1820. 

1. The establishment of Spoil system until 1872. 

(12) Cumberland Roard bill defeated by Monroe. 

(13) Texas secures independence under Sam Huston. 
*(14) Holy Alliance — Monroe Doctrine — December 2, 

1823, Jefferson the author. 
(15) Tariff 1824 Clay. 
*(16) Lafayette's visit 1824-25. Visited every state. - 

Laid cornerstone of B. H. Monument. 
*(17) The Monroe Doctrine. 1823. 

1. Causes. 

(1) United States recognizes the indepen- 
dence of Spanish provinces of Mexico 
and S. A. 

(2) "Holy Alliance" in Europe intends to 
help Spain to regain her colonies. 

(3) Russia opposes Holy Alliance. 

2. The Message. 

(1) American Continent not open to 
colonization. 



Administrations 47 

(2) Foreign colonization dangerous to our 
safety. 

(3) Would not interfere with colonies al- 
ready existing. 

(18) Miss. 1817; 111. 1818; Ala. 1819; Me. 1820; Mo. 
1821. 
^ 6. John Quincy Adams. 1824-1829. Mass. Dem. Rep. 

(I) J. C. Calhoun, V. P. 

* (2) Clay, Sec. of State. 

(3) Election by House of Representatives. 

(4) Internal Improvements favored. 

1. $14,000,000 spent during administration. 

*(5) Erie Canal. 

1. Clinton 1817-1825. 

2. 368 miles cost $14,000 per mile. 

3. Rates from $40 to $10 or $3 per ton. 

(6) Georgia and State Rights. Trouble over Indian 
land reservation. 

(7) Pan American Congress. Did nothing. 

(8) Adams and Clay unite and favor Whig Party. 

(9) Anti-Masonic party (Morgan) 

(10) Treaties with S. A. Republic. 

(II) Harrisburg Convention 1827. 

1. For high protection. 

2. For a retaliation to Great Britain. 
*(12) Tariff 1828 Av. 45 per cent. 

(13) Lafayette's visit to America 1824-1825. 

(14) First Railroad Built in Mass. 1825. First locomo- 
tive used in Pa. 1829. 

7. Andrew Jackson, 1829-1837. Tenn. Dem. 

(1) J. C. Calhoun and Van Buren V. P. 

(2) Adams Party called National Republicans. 

(3) A new type of President. 

*(4) Spoil system. 200 removals in one year. 
1. Is he Jacksonian? 

(5) Kitchen Cabinet. Did not have regular cabinet 
meetings. (Peggy) . 

* (6) Hayne vs. Webster. 1830. 



48 Administrations 

*(7) Abolitionist becomes prominent. 

1. Garrison — Liberator. 

2. Nat Turner Insurrection. 

(1) Va. Slave and 60 whites killed. 

3. 1833 Anti Slavery Society organized. 

* (8) Nullification. 

1. Force Act— Militia. 

2. Clay Compromise Tariff. 

* (9) 14 miles of B. & O. R. R. opened. 1830. 

1. Peter Cooper built engine. 

2. 1831 N. Y. C— 1833 S. C. R. R. 
(10) 183 Hoe's steam cylinder Press. 

*(11) Much literature. 

(12) Black Hawk War. 
*(13) Jackson destroys U. S. Bank. 

1. Charter expires. 

2. The election. 

3. Pet Banks, the state banks which received 

the $10,000,000 from the National Bank. 

4. Specie circular ruined state banks, 1836. 

(14) President vetoed Internal Improvements Bill 
(Pocket Veto) 

(15) Gag Rule. Calhoun to punish Anti-Slavery pe- 
titions. Repealed through efforts of Adams 1844. 

(16) Harvesting machinery 1834. Arms 1835. Match 
1829. Goodyear Rubber 1829. 

(17) 1835 Nat. Republicans take name of Whigs. 

(18) Arkansas, 1836. 

(19) Lloyd Garrison pubHshed the paper "Liberator" 
1831. 

(20) Independence of Mexico recognized, 1829. 
Martin Van Buren. Dem. N. Y. 1837-1841. 

(1) Richard M. Johnson, V. P. 
*(2) Panic 1837. 

*(3) Independent Treasury 1837. Special session. 
1. Adopted 1840 repealed. and re-enacted 1846. 

(4) Horace Greely's socialistic ideas. 

(5) Mormons. 

1. Smith shot. 



Administrations 49 

2. Young. 

3. Vt., N. Y., 111., Iowa, Utah. 

(6) Ocean steamshoip lines established. 

(7) Texas applies for admission to the Union. 

* (8) First Normal School established 1839. 

9. William Henry Harrison Whig. Ohio. 1841-1845. 

(1) John Tyler V. Pres. 

(2) Great meeting Clay and Webster support him. 

(3) His death, March 1841. 

*(4) Magnetic telegraph patented 1837. 
John Tyler, President. Whig and, Dem. ( ?) 

(1) Vetoes Fiscal Bank Bill. 

(2) Cabinet resigns. 

(3) Dorr's Rebellion R. I. 

1. Dorr — King, Gov. — Suffrage and Constitution. 

(4) Anti-renters. 

1. N. Y. — End of patroon system. 
*(5) Webster Ashburton Treaty. 

1. Me. and Canada 1873 12,000 sq. mi. War. 

2. U. S. got more than half of land. 

3. Fugatives. 

4. Re-established Western (1818) boundary line. 

5. Webster wrote about Impressment 
*(6) Texas annexed. Fla. 1845. 

(7) New Tariff Revenue 1842. 

*(8) Morse and Telegraph 1832. Line open 1844. 

(9) Florida 1845. 

(10) The Gag Rule.- 

10. James K. Polk. Dem. Tenn. 1845-1849. 

(1) George Dallas V. P. 

(2) A bitter defeat for Clay. 

(3) Reduction Tariff of 1846. 

* (4) Independent Treasury system re-enacted 1846. 
*(5) Texan or California Acquisition and Mexican 

War. 

(See outline Wars.) 

* (6) Oregon boundary 49 degrees. 

1. Whiteman's journey 1836. 

2. Gray's voyage 1792. 



50 Ad'rnmisfrations 

3. Clark and Lewis 1805-1806. 

4. Astor 1811 fur trade. 

5. Settlers. 

6. Ordinance 1787 applied and prohibited slaves. 

(7) Wilmot Proviso. 

* (8) Discovery of gold in California 1848. 

(9) Ellis Howe Sewing Machine 1846. 

(10) Iowa 1845. Wisconsin 1848. 

11. Zachary Taylor. Whig. La. 1849-1853. 

(1) Millard Fillmore, V. P. 

(2) He was not a wise statesman but he was a stern 

man who commanded. 

(3) California asks for admission as a free state. 

* (4) Clay's Compromise of 1850. Caused by the ques- 

tion, "Did the Missouri Compromise line of 36 
degrees, 30 minutes, apply to new territory ac- 
quired by P'exican War?" 

1. California free state. 

2. Squatter Soverignty for New Mexico and 

Utah when they become states. 

3. Pay Mexico. 

4. Slave trade but not slavery abolished in D. C. 

5. Fugitive Slave Law. 

(1) The fierce debate. Calhoun refuses 
and Seward refuses to support com- 
promise. 

(2) Webster becomes unpoular by sup- 
porting it. 

(5) Personal Liberty Laws. 
*(6) Mrs. Stowe's ''Uncle Tom's Cabin," 1852. Help- 
er's "Impending Crisis" 1857. 

(7) Last of Whig Party and Scott is defeated. 

(8) Know Nothing Party. 

(9) California 1850. 

(10) The Underground Railroad. 

(11) Death of Calhoun 1850, Clay and Webster 1852. 

12. Franklin Pierce. Dem. 1853-1857. 

(1) William R. King, V. P. 

(2) Popular Sovereignty in all unorganized territory. 
North would oppose. 



Administrations 51 

*(3) Kansas-Nebraska Bill 1854. North and South 
both disappointed because of admission of Mis- 
souri as slave state and T^alifornia as free state. 

1. Douglas, the author. 

2. President signed it. 

3. Struggle for Kansas. 1854-1859. 

4. Black Republicans. 

5. John Brown and others come in. 

6. Two Constitutions. 

7. Civil War. 

8. A Const. July 1859. Ratified 1861. 

(4) Brooks injures Summers. 

(5) Treaty with Japan and China. 

(6) Ostend Manifesto. (Cuba). 

(7) Gadsend Purchase 1853. 

13. James Buchanan. Dem. Pa. 1857-1861. 
(1) J. C. Breckenridge, V. P. 

* (2) Dred Scott Case — Chief Justice Taney. Personal 

Liberty laws passed. 

* (3) Discovery of silver, petroleum and gas. 

* (4) Mormon Rebellion. 

1. Captain Harney with 2500 troops. 

2. Indian Massacre at Mt. Meadows 1857. 

3. Lee executed 20 years later. 

* (5) Lincoln and Douglas debates. 

* (6) John Brown's Raid, 1859. Harpers Ferry. 

* (7) South Carolina Secedes. 

(8) Crittenden and Tyler attempt compromise. 

(9) Kansas 1861. 

(10) Financial panic 1857. 

(11) First Atlantic Cable laid, 1858. 

14. Abraham Lincoln. Rep. Bl. 1861-1864. 

(1) Hannibal Hamlin, V. P. and Andrew Johnson. 

(2) Journey to Washington and inaugural address. 

(3) The War. (See outline on Wars.) 

* (4) Proclamation of Emancipation 1863. 
*(5) Johnson President April 15, 1863. 

(6) Kansas 1861. W. Va. 1863. Nevada 1864. 

* (7) How to protect the freedman. How reconstruct 

the states. 



52 Administrations 

The problem of reconstruction. 

1. The Confederacy was divided into five mihtary 

districts. 

2. The state governments already organized by 

President Johnson declared not legal. 

3. Each state must hold a constitutional conven- 

tion, make a constitution and have the 
people vote on its adoption according to 
the 14th Amendment. 

4. Each state under its new constitution must 

elect a legislature and that legislature ac- 
cept the 14th Amendment. 

5. The state could then send members to Con- 

gress. 

6. This work of reconstruction was not completed 

until 1871 when Georgia was admitted. 
Troops were not all removed until 1877, 
when Hayes decided to allow the South to 
take charge of the Carpet Bag Rule. 
(8) Johnson's plan vs Plan of Congress. 
*(9) Lincoln's Proclamation of Amnesty 1863. 

Johnson's Proclamation of Amnesty 1567-68, and 
Congressional Plan. 
(10) Seward supports Johnson. 
*(11) Disbanding over 1,000,000 soldiers. 
*(12) 13th Amendment 1865. 
14th Amendment 1866. 

15th Amendment 1869-1870 (In Grant's Admin- 
istration). 

(13) Militarv reconstruction Act and Tenure Office 
Act, March 2, 1867. 

(14) Trip through North and Speeches. 

*(15) Trial of Impeachment March to May 1868. 

*(16) Purchcase of Alaska for $7,200,000, 1867. 

*(17) Atlantic Telegraph 1866, Cyrus W. Field. 

* (18) Monroe Doctrine vs. French in Mexico. 

(19) Treaty with China. 

(20) Vassar College founded 1861. Death of Stephen 
A. Douglas, 1861. 

(21) Organization of Ku Klux Klan. 

(22) Tenure of Office Act 1867. 

(23) Nebraska, 1867. 



Administrations 53 

15. Ulysses S. Grant. Rep. Ohio. 1869-1877. 

(I) Schuyler Colfax and Henry Wilson, V. P. 

* (2) Complete Pacific Railroad May 10, 1869. 

13,000 acres and $28,000 per mi. 
*(3) Reconstruction Acts. 1869-70. 

(4) Negroes enter Congress. 
*(5) Carpet-Baggers Scalawags and Ku Klux Klan. 

1. Great extravagance and corruption. 

2. Caused many southerners to become bankrupt. 

3. Increased bitter feeling between North and 

South, 

* (6) Labor organizations and Grange. 
(7) Force bill to protect Negro. 

* (8) Weather Bureau 1870. 

(9) Attempt to annex San Domingo. 
*(10) Treaty of Washington May 8, 1871. 

1. Geneva Tribunal December 15, 1871. 

2. Washington boundary. 

3. Alabama Claims. 

4. Ihterference of our fishermen. 

(II) New Parties. 

(12) Coinage Act 1873 (15 to 1) 

(13) Salary Act $25,000 to $50,000. 

(14) One cent postal cards. 

*(15) Political Rings— Boss Tweed — Tilden Erie Ring. 

Whiskey Ring — Senator Hoar's speeach against 

corruption. 
*(16) Centennial Exhibition 1875 Philadelphia. 

(17) More War, California, Sioux War, Sitting Bull. 
Dakota and Gen. Custer. Modock War, Oregon. 

(18) Panic of 1873. 

16. Rutherford B. Hayes. Ohio. Rep. 1877-1881. 
(1) William A. Wheeler, V. P. 

*(2) Contested election, 

* (3) Civil Service reform is first effective. Lincoln & 

Curtis. 

* (4) Hayes withdraws troops 1877. 

* (5) R. R. Strike 1877. 

(6) Bland-Allison Act passed over Pres. veto. 

(7) Opened mouth of Mississippi River. Build bridge 



54 



A dministrations 



at St Louis. East River Suspension Bridge, Roeb- 
ling, 1881. 

(8) Colorado 1871. 

17. James A. Garfield. Ohio. Rep. 1881-1885. 

(1) Chester A. Arthur, V. P. 

(2) Shot July 2, 1881, by Charles J. Guiteau. 

* (3) Pendleton Civil Service Bill January 16, 1883. 

(4) Civil Service Commission. 

(5) Star Route Contractors rob people. 

(6) Anti-polygamy Law 1882. 

(7) Tariff 1883. 

*(8) Chinese Exclusion Act 1884 and Contract Labor 
for 10 years. 

(9) New Orleans Cotton Exposition 1884. 

1. 1784 one bale exported from Charleston. 

2. 1860 5,000,000 bales, 1884 8,000,000 bales, 

seed worth $20,000,000. 

(10) Star Route Mail carrying frauds. 

18. Grover Cleveland. N. Y. Dem. 1885-1889. 

(1) Thomas A. Hendricks, V. P. 

(2) Mug Wumps of Rep. who voted for Grover Cleve- 
land. 

* (3) Carry out Civil Service. 

(4) Death of Grant. 1885 (Memoirs) 

* (5) Chicago strike. 

(6) Presidential succession Act 1886. 

(7) Electoral Cou;nt Act 1887 (5 Commissioners) 

(8) Edmunds-Tucker Act. 1887 (Mormon Property) 

(9) Treat with China, that U. S. could regulate immi- 
gration now becomes a political issue to secure 
votes of California. 

(10) Vetoes more than 300 bills. 

(11) The new navy started. 

(12) Interstate Commerce Act. 1887. 

19. Benjamin Harrison. Rep. 1889-1893. 

(1) Levi P. Morton, V. P. 

(2) Oklahoma opened to settlement 1889. 

(3) Washington Centennial, N. Y. 1889. 

(4) N. Dak. 1889. S. Dak., 1890. Mont., Wash., 
Idaho. Wyoming, 1890. 



Administrations 55 

(5) Sherman Silver Act, Buy 400 tons each month. 
It fails to accomplish the object sought. 

(6) McKinley Tariff 1890. 48 per cent. Reciprocity 
measures. 

* (7) Homestead strike. 

*(8) Anti-trust Act. 1890. Did some good, but not 
so successful as was expected. 

(9) Speaker Reed introduces in House the rule of 
counting all present for purpose of quorum 
whether they voted or not. 

(10) Pension law. 

1. Must have served 90 days. 

2. Not able for manual labor. 

3. To widows and children. 

*(11) U. S. Court decides that a state cannot prevent 

interstate shipment of liquor. 
(12) Law was passed against using U. S. mails or 

Express Co. for promoting lottery schemes. 
*(13) Treaty with England concerning Bering Sea seal 

fisheries. 

1. Regulations to be observed by U. S. and 

Canada as to time and manner of killing 
seals. 

2. Closed sea beyond 3 mile limit. 

( 14) Bitter feeling against Germany because she does 
not observe Samoan Treaty. Joint Protectorate 
established between U. S., Germany and G. B. 
*(15) Italian Minister withdrawn. 

1. Italian kills police in New Orleans while he is 

investigating crimes committeed by Ital- 
ian Secret Society. 

2. M/)b kills Italians. 

3. Italy censures U. S. Government. 

4. Sec. Blaine replied that La. not U. S. was re- 

sponsible and that Italy could not send or- 
ders to U. S. Gov. 

5. Families of murdered Italians at last given 

$25,000. 

(16) The Formon Church, after the Government 
brings pressure upon them, stop teaching the 
doctrine of polygamy. Amnesty granted. 

(17) Pan American Congress at Washington. 

(18) Second ten vear Chinese Extension bill passed, 
1892. 



56 Administrations 

(19) Chicago University, 1892. 

(20) Johnstown flooded May 31, 1889. 

20. Grover Cleveland. N. Y. Dem. 1893-1897. 
(1) Adlai E. Stevenson, V. P. 

*(2) Columbian Exposition Chicago 1893. 

* (3) Panic 1893. Caused by sale of foreign security. 
(4) Repeal of Sherman Silver Act. Force Act. 

* (5) Bering Sea Dispute. U. S. to give G. B. $473,- 

151.26, 1897. 
(6) Coxey's Army. 

* (7) Pullman car strike, Chicago. 

(8) Wilson-Gorman Tariff 37 per cent. (A reduction) 
Raw materials on free list. 
*(9) Income Tax found unconstitutional 1896. 
(10) Atlantic Exposition. 

*(11) Venezuela Arbitration. Venezuela asks for ar- 
bitration of boundary G. B. refuses. U. S. asks, 
then demands arbitration. G. B. arbitrates and 
Monroe Doctrine is strengthened. 
(21) Civil Service extended. 
(13) Utah 1896. 

21. William McKinley. Ohio. Rep. 1897-1905. 

(1) Garratt A. Hobart, V. P. 2nd Term, T. R. Roose- 

velt. 

(2) Dingley Tariff (for revenue and protection, some 
reciprocity measures). 

* (3) Trusts and Corporations become prominent. 
*(4) 1898 S. Dak. Initiative and Referendum. 
*(5) War with Spain. (See Outline on Wars). 

(6) Trans. Miss. Exposition June 1898, Omaha. 
*(7) Homestead Bill 1899. 

1. Farmers took 170,000,000 acres. 
(8) Gain control of Porto Rico, Phillipines, Cuba, Ha- 
waii. 
: (9) McKinley assassinated 1901 while attending Pan- 

American Exposition. Roosevelt President. 

22. Theodore Roosevelt. N. Y. Rep. 1901-1909. 

(1) Charles W. Fairbanks, V. P. 

(2) Alaskan boundary dispute settled by arbitration. 



Administrations 57 

*(3) 46 Governments represented at second Hague 
Conference 1907. Made regulations concerning 
collecting debts, security of mail service, and cer- 
tain war regulations. 

*(4) The Panama Canal. (See special outline.) 

(5) U. S. Troops restore order in Cuba 1906. Pres. 
f^alma resigns and Gomez is elected. Troops are 
then withdrawn. 

(6) Return $27,000,000 of the $38,000,000 received 
as indemnity after Boxer trouble in China. U. S. 
strong for independence of China. 

* (7) The state of California violates treaty with 

Japan. 
The Japanese question in Calif, becomes serious. 

(8) Department of Commerce & Labor created, 1903. 

(9) Pensions Bill granting pensions to Civil War 
soldiers who served 90 days and are 62 years old. 

*(10) Food and Drug Act, to prevent adulteration. 

(11) Rate Law to increase force of Interstate Com- 
merce Commission. 

(12) Act regulating hours of Railroad men. 

(13) Philippine Islands given new government. 
*(14) St. Louis Exposition 1904. Largest in history 

of the world. 

(15) Jamestown Exposition, 1907. 

(16) First wireless message over Atlantic, 1903. 
*(17) Portsmouth Peace conference, June 8, 1905. 

Closed Russo-Japanese War. 
(18) Fleet sails around the world. 1907-09. 
*(19) Conservation of natural resources. 

(20) Anthracite Coal Strike, 1902. 

(21) Brownsville Riot. 

1. Colored soldiers in riot. 

2. Entire battalion dismissed from service, be- 

cause guilty parties could not be found. 

(22) Standard Oil and Tobacco Trusts prosecuted. 

23. William H. Taft. Ohio. Rep. 1909-1913. 
(1) James S. Sherman, V. P. 

* (2) Special Session, Revision Tariff. 

1. Payne-Aldrich High Protective Tariff. 

2. High duties on wool and cotton goods. 



58 Administrations 

3. Petroleum and products from Philippines free. 

4. Reduction of duties on lumber and metals.. 

5. It caused reaction against the Republican 

party because this was higher tariff when 
they had promised reduction. 
*(3) Arbitration of Newfoundland fisheries 1910. 
Settle 100 year dispute satisfactorily at Hague. 

* (4) Postal Savings banks 1910. Pay 2 per cent and 

take deposits as large as $500.00. 

(5) Treaty with Japan concerning immigration. 
Ratified 1911. 

(6) Arizona and New Mexico new states 1911. 

* (7) Attention to Canal construction. 

(8) Peace measures. 

(9) Roosevelt journeys in Africa and- Europe. 
*(10) North Pole discovered by Peary, 1909. 

South Pole discovered by Roland Amudson, 1911. 
Robert Scott reaches South Pole 1912. 
(11) Development of Aerial navigation. 
*(12) Seattle Exposition, 1909. 

Celebration Hudson-Fulton Events. New York 
1909. 

(13) Journeys of President Taft. 

(14) Ballinger-Pinchot Affair. 

(15) Trust prosecutions. 

Standard Oil, American Tobacco Co., Sugar Re- 
fining Co., Meat Packers, Bath Tub, Powder 
Trust, R. R. Trusts and others, 

(16) Population of U. S. 1910, 91,972,266. 

(17) Titanic Accident. April 1912. 685 people lost. 

(18) Dispute about Canal Toll rates with G. B. 
*(19) 16th Amendment, Income Tax. 

(20) Troops sent to Texas to protect border, 

(21) Webb Law, to prohibit interstate shipment of 
liquor in defiance of State laws failure. 

(22) Parcels Post, August 1912. 

(23) Mann-Elkins Railway Law, to give interstate 
Commerce Commission more power in dealing 
with Railroad, telegraph and telephone compan- 
ies. 

(24) House of Representatives increased from 396 to 
435. 



A dministrations 



59 



24. Woodrow Wilson. N. J. Dem. 1912-1921. 



(1 
(2 

(3 

*(4 

(5 

*(6 

*(7 

*(8 
(9 



(10) 

(11) 
*(12) 

*(13) 
*(14) 



(15) 
(16) 

*(17) 

*(18) 

(19) 
*(20) 

*(21) 



Marshall, V. P. both terms. 
First election by plurality, second by majority 
Progressive party in the field. 
Primaries select delegates for Conventions. 
Short ballot. 

Commission Governments. 
Initiative referendum and recall. 
17th Amendment, 1913. 
1. Pouplar election of senators. 
Panama Canal Toll Act repealed, 1914. 
Gov. Sulzer of N. Y. impeached and removed 
from office. 

Gettysburg reunion of old soldiers, July 2-5, 1913 
Ohio Floods. 

Recognition by U S. Government of Chinese Re- 
public. 

California again causes trouble with Japan. 
Mexico. Madero killed — Huerta dictator — Sa- 
lute Flag — U. S. Consul Removed — Troops invade 
Mexico — President elected and relations with 
U. S. again established. 
Germany and Mexico. 
Reduction on Tariff. 

Currency legislation and establishment of the 
Government Reserve Banks. 

Bone Dry Bill. Forbids shipment of liquor into 
any dry states. 

Literacy test for immigrants passed over Pres. 
veto. 

Great extension of Civil Service. 
R. R. strike prevented by giving R. R. men 8 hour 
day by act of Congress. 
War in Europe. 

1. Strict Neutrality policy. 

2. Every effort to keep out of war. 

3. Causes. 

(1) Germany sinks our ships and kills U. 
S. citizens who are taking no part in 
war. 

(2) Germany promises to respect U. S. 



60 Administrations 

on the High seas, but does not keep 
her word. 

(3) Her ambassador in U. S. tries to form 
intrigue against U. S. government 
with Mexico and Japan. 

(4) Germany breaks international law by 
invading neutral territory. 

4. U. S. enters the war with vigor and determi- 
nation. Selective draft law passed, which 
registers for draft all male citizens be- 
tween the ages of 21 and 31. 
(22) Temperance and Woman Suffrage Amendments 

to the Constitution proposed by. U. S Congress. 
(28) Present Day National Problems. 

1. The War. 

2. Mexico. 

3. Race problems in the South. 

4. Indian regulations. 

5. Temperance Reform. 

6. Ballott Reform. 

7. Immigration. 

8. Tariff. 

9. Trusts. 

10. Railroad Rates. 

11. Woman Suffrage. 

12. Strife between Labor and Capital. 
18. Educational problems. 

14. Conservation of Natural Resources. 



Compromises 61 



VI. Compromises. 

1. What they are. 

All government is founded on the principle of com- 
promise and barter. (Burke.) 

Almost all acts of Congress are Compromises to some 
extent. 

A compromise is a concession of each party for the 
good of both. 

It is the chief difference between Republic and Mon^ 
archy. 

There is no neutral ground for moral questions, there- 
fore the cannot well be compromised. 

Questions settled by Arbitration are in a sense Com- 
promise. 

2. Colonial Compromises. 

The King should give the colonists the right to local 

government and taxation. 
They would pay the tax and be loyal subjects. 
The Spanish colonies never had this idea. 

*3. Constitutional Compromises. 

The adopted Constitution is a Compromise between 

the Radicals of N. J. and Va. plans. 
The power to amend gave an opportunity for Com- 

romise later. 
Representation, House and Senate. 
Three-fifth Slaves counted as population. 
Importation of slaves not prohibited before 1808. 
No Navigation Act without 2-3 majority. 
No tax on exports. 

*4. Missouri Compromise. 1820 (Monroe) 

(1) Caused by western expansion. 

(2) Tallmadge's amendment for no slavery in the 

new states brought up the question. 

(3) Clay believed in allowing slavery to spread. The 



62 Compromises 

South had thought it a necessary evil in 1776 
and now a righteous possession. 

(4) Results. Missouri a slave state. Boundary 36 

degrees, 30 minutes between slave and free ter- 
ritory. Later Maine came in as a free state. 

(5) It was intended that this should apply to only 

the Louisiana Purchase. 

5. Tariff Compromise 1833. (Jackson) 

(1) High Protective Tariff of 1828. 45 per cent. 

(2) Tariff of 1832 was lower but South still objected. 

(3) Clay's Compromise Tariff 1833 was to be a grad- 

ual reduction 1832-40 down to 20 per cent. 

(4) S. Carolina repealed Nullification Acts. 

*6. Compromise of 1850. (Fillmore) 

(1) Caused by Mexican War, Discover of gold in 

California, and politicians trying to get votes 
from both North and South. 

(2) California asks to be admitted as a free state, 

this would repeal the Missouri Compromise, in 
part at least. 

(3) The Compromise, Omnibus Bill: 

1. California a free state. Squatter Sovereignty 

Utah and New Mexico and no restriction 
until the become states. North boundary 
of Texas with money as gift. 

2. Slave trade prohibited in D. C. 

3. A fugitive Slave Law. 

(4) Taylor dies and it passes under Fillmore. 

7. Kansas-Nebraska Law 1854. (Pierce). 

(1) A part of Louisiana Purchase divided into Kan- 

sas and Nebraska. 

(2) Popular Sovereignty when a state. 

(3) Repealed Missouri Compromise and caused a 

great struggle in Kansas. In fact, it opened 
the Civil War. 

(4) Anti-slavery towns, Topeka — Lawrence. Pro- 

slavery towns Lecompton — Atchinson — Leav- 
enworth. 

1. A. H. Reeder appointed Governor July 7, 1854 
Missourians cross boundary. Elect Pro- 
slavery delegate to Congress. Elect Pro- 
slavery Legislature. Governor calls new 



Compromises 63 

election in which some anti-slavery mem- 
bers are elected. July 1855 the Legisla- 
ture convenes at Pawnee, refuses seat to 
the anti-slavery members passes strong 
pro-slavery laws adjourns to Shawnee and 
force Reeder to leave territory. 

2. Convention at Topeka forms free state Con- 

stitution October 25, 1855. It is approved, 
only free state people voting. Robinson 
elected Gov. Congress refuses admission 
as state and U. S. troops make Topeka leg- 
islature disperse. 

3. Pro-slavery people make Lecompton Consti- 

tution. Only pro-slavery people vote. Con- 
gress does not accept it. All the people 
vote on same Constitution and it is re- 
jected 1858. 

4. Leavenworth Constitution, Anti-slavery. 

Adopted May 1858 only anti-slavery people 
voting. Congress refuses to accept it. 

5. Wyandotte Constitution, anti-slavery. Both 

parties vote on it, and approve it October 
4, 1859. Robinson elected Governor. Con- 
gress would not approve it until after 
South seceeded 1861. 

8. The Crittenden Compromise. 18tU (Lincoln) 

(1) Renew Missouri Compromise. 

(2) Slavery protected in territory. 

(3) Pay owners for rescue of slaves. 

(4) Failed because too late. 

9. Proposed XIII Amendment 1861. 

(1) Congress should not molest the domestic insti- 

tutions of any state. 

(2) Maryland and Ohio approved but it failed. 

10. Arbitration. 

(1) Treaty of Washington, May 8, 1871. 

1. Washington and British Columbia boundary. 

2. The Alabama claims paid U. S. $15,000,000. 

3. Newfoundland Fisheries paid by U. S. $9,- 

700,000. 

(2) Seal Fisheries in Bering Sea U. S. must leave it 

open. 



64 Compromises 

(3) Venezuela boundary settled by Commissioners 
from G. B., U. S. and Canada. 

(11) There have been several compromises on the liquor 
Traffic: High License, Local Option, Webb Law. 



I 



i 



strikes 65 



VII. Strikes. 

*1, What they are. 

The attempt of organized labor to secure its just 
rights. 

The result of disputes between organized labor and 
capital. 

It has been fairly effective but very costly way of se- 
curing their rights. 

It affects others besides the strikers. 

They did not occur in our early history because labor 
was not organized, capital was not organized 
and those who were dissatisfied would go to 
western lands. 

Demand shorter day and higher wages. 

Labor organizations became legal about the time ot 
Van Buren's Administration 1835. 

Since 1877 hundreds of unions have been formed. 

We are now making an effort to settle disputes be- 
tween capital and labor by Arbitration. 

Strikes of 1877, 1894, 1892 cost $172,000,000 ($30,000 
a day for 17 years.) 
They are a mild form of Civil War. 

2. Organization. 

(1) 1869 first attempt to organize all kinds or man- 

ual labor on permanent basis. Knights of Labor. 

(2) 1878 Adopt platform. 

(3) 1881 American Federation of Labor. 

(4) 1893 American Railway Union. 

(5) They influence legislation. (800,000 men) 

*3. 1877 Great R. R. Strike. (Hayes, Pres.) 

(1) B. & 0. R. R. and spread to N. Y. C. 

(2) Company reduced wages 10 per cent. 

(3) Much rioting at Chicago and Pittsburgh, as 

many strikers held European anarchist's ideas. 

(4) They burned many shops. More than 100,000 

men in strike and 6,000 to 7,000 miles of road 
closed to traffic. 

(5) U. S. troops called out and several lives lost. 



66 Strikes 

(6) It was unsuccessful for the strikers and cost 
from $80,000,000 to $100,000,000 to strikers 
and pubic. 
4. 1886 Chicago Strike (Cleveland Pres.) 

(1) Over 500 different strikes reported in one year 

(2) Chicago May 1, 1886 over 40,000 workmen struck 

for reduction of time, 

(3) Several hurt in attack on McCormick Reaper 

Works. 

(4) Dynamite bomb thrown at police in Chicago. 60 

officers killed or wounded. 

(5) Several are arrested and executed, many are an- 

archists, all of whom were foreigners. 
*5. Homestead Strike. 1892. (Harrison Pres.) 

(il) Caused by Carnegie Steel Com,pany reducing 
wages of 300,000 employees. 

(2) Lasted 20 weeks. 

(3) Pinkerton detectives overpowered and several 

killed on each side. 

(4) All Pennsylvania Militia called out. 

(5) Cost Company, strikers and public $4,325,000. 

6. 1894 Coxey's Army. (Cleveland Pres.) 

(1) Coxey starts from Massilon, Ohio and gathers 

followers from 14 states and two territories. 

(2) Caused by lack of employment. 

(3) A few reached Washington but it ended in fail- 

ure. 

*7. Chicago Pullman Car Strike. (Cleveland Pres.) 

(1) Men in Pullman Car Works strike against re- 

duction of wages. 

(2) Other railroad employes strike, 

(3) 14,000 U. S. troops called out. 

(4) Loss of $87,000,000. 

8. Anthracite Coal Strike. 1902. (Roosevelt Pres.) 

(1) Ask for higher wages and shorter hours. 

(2) Were out 5 months. 

(3) Setted by arbitration and most of miner's de- 

mand's granted. 

9. Bituminous Coal Strike, 1906. (Roosevelt Pres) 

(1) Lasted three months. 

(2) Secure 6 per cent, advance in wages. 

10. Proposed R. R. strike in 1916 averted by action of U. S. 

Congress. 

(1) R. R. men secure 8 hour day. 



Tariff 67 



'VIII Tariff. 

*1. What it is. (Free trade, ideal — Protection, Practical) 
An indirect tax on imports for the purpose of revenue 

or protection to industries. 
It is contrasted with excise or tax on goods produced 

in our own country. 
It has been a great political issue that has elected and 

defeated man candidates. 
Some protection has been unjust, and many question 

its Constitutionality. 
The idea of Reciprocity has been popular lately. 
The National Government gets a large part of its 

revenue from tariff. 
First Compromise on tariff is in Constitution. 

*2. 1789. Hamilton Tariff. (Washington, Pres.) 

(1) Revenue and industrial protection 9 per cent. 

(2) 1790-97 to 14 per cent. 

(3) 1789 Tonnage Act. 

(4) 1791 20c to 40c per gallon on imported liquor, 9c 

to 30c per gallon on excise liquor. 
1. Whiskey Rebellion. 

3. 1816 Tariff on Cotton, Wool, Sugar 20-30 per cent. 

(1) Clay's Tariff. (Madison, Pres.) 

(2) Protection and Revenue. 

4. Clay's Tariff, (Monroe, Pres.) 33 1-3 per cent. 

(1) For protection and revenue. 

(2) Included Iron and hemp. 

(3) Webster and South oppose it. 

*5. 1828 Tariff of Abominations 45 per cent. (Adams, 
Pres.) 

(1) Cay the author. 

(2) Rate was higher and gave higher protection. 

*6. Clay's Tariff 1832. (Jackson, Pres.) 

(1) Left protection on and reduced revenue. 



68 Tariff 

(2) South objects. Webster-Hayne debate. 

*7 Clay's Tariff. 1833 (Jackson, Pres.) 

(1) Gradual 10 year reduction to 33 1-3 per cent. 

(2) A great Compromise. 

8. 1842. (Harrison Pres.) 

(1) For revenue but had some protective features. 

(2) Government needed money because of the grad- 

ual reduction of tariff since 1833. 

9. Morrill Tariff 1861. (Lincoln, Pres.) 

(1) 1862-64 for war revenue. 

10. 1883 (Garfield, Pres.) 

(1) First revision since War. Was high protection. 

(2) Committee advise 20 per cent reduction but it 

passed at less than 4 per cent reduction. 

11. 1885 Mills Bill fails. (Cleveland, Pres.) 

(1) Defeated in Senate because they considered it 

a free trade measure. 

*12. 1890 McKinley. .(Harrison Pres.) 
^ (1) Highest ever in history. 

(2) To reduce revenue and secure protection. 48.2 

per cent. ^ 

(3) Sugar on free list and growers given 2c per Ibo 

so as to compete with foreign market. 

(4) Reciprocity was allowed on some articles. 

13. 1894 Wilson-Gorman (Cleveland Pres.) 

(1) Passed over veto. 

(2) Was lower, 37 per cent. 

14. Dingley (McKinley Pres.) 

(1) Again places duty on Wool and lower on cotton. 

(2) Revenue and protection. 
x(3) Creates a Tariff Commission. 

(4) Provides for reciprocity and although several 

treaties are negotiated all fail to pass Senate. 

(5) As all other protective measures it protected 

manufacturing. 

V *15 1909 Payne-Aldrich (Taft Pres.) 



Tariif 69 

(1) Highly protective. 

(2) Reciprocity. 

(3) Higher duties on wool. 

(4) Lower on lumber and metals. 

(5) Petroleum and Philippine products on free list. 

16. Underwood Tariff. (Wilson Pres.) 
(1) Reduction. 



m 




/^^r 






if^i 


I.'!' 








fy : 











.1^ 



Panics 



71 



IX. Panics. 



1. What they are. 

(1) Financial depressions and business failures. 

(2) Caused by speculation in many or one field; by a 

change in the financial system of the govern- 
ment. 

(3) Laborers thrown out of employment. 

2. After Revolutionary War no money of our own coin- 

age, no Government security, no small change. U. S. 
Bank and Mint with decimal system of coinage and 
assumption of debts by National Government started 
business. 

3. 1818. (Monroe Pres.) 

(1) Government forces unreliable banks to redeem 

notes. 

(2) Over-investment in West. 

(3) Many unemployed Many business failures. 

4. 1837 (Van Buren Pres.) 

(1) Destruction of U. S. Bank. 

(2) Unreliable State Banks. Issue irredeemable 

notes. 

(3) Wild investment in East and West. 

(4) Specie Circular. 

(5) Failure of crops. 

(6) Shrinkage of real estate N. Y. City $60,000,000. 

(7) 20,000 laboring men on streets of N. Y. 

(8) 1834 Coinage Act changed gold dollar from 25.8 

to 23.2 gr. 

(9) 1837 Coinage Act made gold and silver uniform. 

(10) Large expenditures on internal improvements. 

5. 1857 (Buchanan Pres.) 



72 Panics 

(1) Ohio Life & Trust Co. of Cincinnati fail for $7,- 

000,000 and many others fail at once. 

(2) Gold in California and Australia. 

(3) Over speculation. 

(4) Soon recovered from panic. 

(5) Great output of silver mines. 

(6) Crops good and country in general in good 

condition. 

*6. 1873. (Grant Pres.) 

(1) Too extensive R. R. Building. Great fires in 

Chicago. 

(2) Change in money values. Silver dropped. 

(3) Speculation caused by Civil War. 

(4) Greenbacks. 

(5) Gold, Black Friday. 

(6) Long period of depression. 

(7) Caused the Government to exercise greater care 

in its financial system. 

7. 1893. (Cleveland Pres.) 

(1) Foreign stocks rapidly sold at low price. They 

expected U. S. to pay for them in 67 per cent, 
silver. 

(2) There was fear of tariff reduction. 

(3) Great crop failures. 

(4) Special session of Congress called. 

(5) Repeal of Sherman Silver Purchase Act. 

(6) Many bank and business failures. 

(7) Many idle men. 

(8) Many thought it was the fault of the adminis- 

tration. 

(9) Over $262,000,000 in U. S. Bonds sold to keep 

gold in U. S. Treasury. 

8. There was a period of slow business during Roose- 
velt's administration after Spanish-American war. 



Expositions 73 



X. Expositions. 

*1. General. 

(1) A city may desire to make money. 

(2) A Railroad may desire to make money. 

(3) It is a scheme of advertising. 

(4) It promotes business relations between different 
parts of the same country and foreign countries. 

(5) To secure legislations for their sections and in- 

dustries. 

2. First American World's Fair, New York, 1853. 
*3. Centennial Exhibition, Philadelphia, 1876. 

(1) Hundredth Anniversary of signing of Declara- 

tion of Independence. 

(2) Covered area of 23 acres. 

4. World's Fair, New Orleans, 1884. 

(1) Industrial. 

(2) Hundredth Anniversary of first shipment of 

cotton. 

*5 Columbian Exposition, Chicago, 1893. 

(1) Anniversary of Discovery of America by Co- 

lumbus. 

(2) Showed Industrial progress of U. S. 

(3) All civilized nations took part. 

(4) Receipts more than 33 millions. 
(5.) Covered area of 633 acres. 

6. Cotton Exposition, Atlanta, 1895. 
(1) Industrial. 

*8. Pan-American Exposition, Buffalo, 1901. 
(1) New Century. 

*9 St. Louis Exposition, St Louis, 1904. 



74 Expositions 

(1) Louisiana Purchase. 

(2) Covered area of 1240 acres. 

(3) Attendance over 19 millions. 

10. Lewis and Clark Exposition, Portland, 1905. 

11. Jamestown Exposition Norfolk, 1907. 

(1) First English Settlement. 

(2) Not a financial success attendance only about, 

2,800,000. 

12. Alaska-Yukon Pacific Exposition, San Francisco, 1915. 

(1) Opening of Panama Canal. 



Critical Periods 75 



XL Critical Periods. 

1. General. 

All periods are critical in some way, but there are 
periods when the disputed questions which 
confront humanity come to acute issue. 

These periods deserve particular attention in teach- 
ing U. S. history. 

2. Settlement. 

(1) English rather than Spanish or French. 

(2) Greed of Europe. 

(3) Its physical weakness. 

3. From close of Revolutionary War to Adoption of Con- 

stitution. 

(1) The Treaty of Peace. 

(2) Under the Articles of Confederation. 

(3) Making the Constitution. 

4. The period of Secession. 



Questions 77 



XII. Questions. 

1. General. 



Every national Congress has had many important 
questions of National importance to answer, 
but the most important can be classified under 
a few general heads. 

2. Foreign. 

(1) All questions between Colonies and Europe. 

(2) Colonial Wars. 

(3) Revolutionary War. 

(4) Trouble with France and England in regard to 

trade. 

(5) War with Tripoli. 

(6) X. Y. Z. Papers, etc. 

(7) Foreign smpathies in U. S. 

(8) Ended by War of 1812. 

(9) Era of Good Feeling. 

3. Slavery. 

(1) In Constitutional Conventions. 

(2) Changed Industries. 

(3) Missouri Compromise. 

(4) Compromise of 1850. 

(5) Kansas-Nebraska Bill. 

(6) Dred Scott Decision. 

(7) Civil War. ' . 

4. Reconstruction. 

(1) Trouble between President and Congress. 

(2) Caused industial depression. 

(3) Took long time, 

5. Temperance. 

(1) In early times used liquor everywhere. Chil- 
dren could buy it by the cents worth. 



78 Questions 

(2) Dr. Lyman Beecher, Conn. 1811 led reform. 

(3) Society for Suppression of Intemperanre, Mass. 

1813. 

(4) American Society of Prohibition and Temper- 

ance, 1826. 

(5) 1840 Washington Temperance Society, Bal- 

timore. 

(6) 1851 Maine the first State Prohibition Law. 

(7) 1856 took the platform of total abstinence. 

(8) 1872 Prohibition party entered the field of Na- 

tional Politics. 

(9) Bone Dry Bill, 1917. Prevent shipment into 

dry states. 

(10) National Amendment passes U. S. Congress, 

1917. 

6. Finance. 

(1) Temperance may be placed here also. 

(2) Trusts and Corporations. 

(3) Labor Unions. 

(4) Tariff. 

(5) Strikes. 

(6) Expositions. 

(7) Panama Canal. 

(8) Conservation. 

1. Waste in mining, preparing materials and 

their use, is estimated $1,500,000,000 per 
day. 

2. Forest fires destroy $50,000,000 timber 

yearly. 

3. Fires destroy $450,000,000 property yearly. 

4. Floods sweep away $500,000,000 valuable 

top soil yearly. 

7. The Problem of World Democracy. 

(1) Washington's neutrality. 

(2) The Monroe Doctrine. 

(3) The European War. 



Industries 



79 



XIII. Industries. 
1. General. 



(1 
(2 

(3 



(4 

*(5 

(6 

(7 

*(8 



(10) 

(11) 



Names the seven great industries of man. 

Disturbance of Commercial Industry was large- 
ly the cause of the discovery of America. 

Laws and Kings do not have the power over 
people that economic tendencies sometimes 
have. 

Good money is necessary for flourishing indus- 
tries. 

Honest Government and peace are necessary for 
Industrial prosperity. 

Labor has been one of the great problems of 
American Industries. 

Strength, not ancestry, has been recognized in 
America. 

We have found the cheapest labor most expen- 
sive. 

Slavery was tried, and ended in Civil War. 

One industary is dangerous, for it is like invest- 
ing all of one's money in eggs and putting them 
all in one basket. 

People engaged in one industry often get an 
exaggerated opinion of their importance to the 
Nation. 



The Industries. 
*(1) Furs. 

1. The first American Industry. 

2. There were different kinds of furs in differ- 

ent colonies. 

3. The Indians engaged in this industry. 

4. In less than a century the great fur trade 

practically disappeared from New Eng- 
land. 



80 Industries 

5. Was the cause of exploration, settlement, 
war, arbitration and treaties. 

* (2) Fisheries. 

1. Led to discoveries and explorations. 

2. Furnished food, fuel and money. 

3. Trained sailors for war, a hardy, fearless 

people. 

4. We have important treaties concerning fish- 

eries, 

* (3) Lumber. 

1. This led to ship building. 

2. Furnished fuel, building material and ships. 

3. Today the industry in U. S. is surpassed only 

by industries producing food, clothing and 
iron. 

4. At the present time 5-8 of the lumber is 

wasted, and thus the problem of conserva- 
tion is important. 

5. 1891 a law for making possible setting apart 

of our great national forests was passed. 

6. Forests now cover about 550,000,000 acres. 

7. Value of one year's production about $1,- 

375,000,000. 

* (4) Agriculture. 

1. The most important and the one which 

above all others has made our nation 
great. 

2. Indians were engaged in Agriculture. 

3. Early settlers were accustomed to vegetable 

food, and were willing to work. 

4. The nation that has a large and secure food 

supply at all times is likely to be the most 
stable Nation. 

5. 1610 Virginia sold $500,000 worth of to- 

bacco to England. 

6. Corn and cotton soon became important. 

7. 1916 U S. produced: 

Corn 2,717,932,000 bu. 

Oats 1,229,182,000 bu. 

Tobacco 1,060,587,000 lbs. 

Wheat 607,557,000 bu. 



Industries 81 

8. Total value Agriculture products 1910 $8,- 
926,000,000. 

* (5) Commerce. 

1. At first all foreign. 

2. All industries grow as modes of transpor- 
tation and communication improve. 

(1) Colonial; sail boat, *flat boat, *horse. 

(2) Steam boat. 

(3) Better roads and canals, 

(4) Railroads. 

(5) Telegraph and telephone. 

(6) Ocean cables and wireless. 

(7) Electricity, Automobile, Flying Ma- 
chines. 

(8) Panama Canal. 

3. Interference with commerce caused Revo- 
lutionary War. 

4. War of 1812 a Commercial War. 

5. Much legislation has been needed to con. 
trol Commerce. 

(1) Tariff, Trusts, Parcel Post. 

(2) Interstate Commerce Panics, Strikes, 
Dept. of Commerce and Labor. 

6. Helped to settle and hold West. 

* (6) Manufacturing. 

1. Close relation to commerce. 

2. Power. 

Water, Steam, Electric, Horse, Hand. 

3. Government of Manufacturing Center dif- 
ficult. 

4. Invention of machinery. 

5. Raw products. 

6. Regulation of Labor. 

* (7) Herding. 

1. Became important as West developed. 

2. Closely allied to Agriculture. 

* (8) Mining. 

1. Pennsylvania ranks highest in coal produc- 
tion. 

2. U. S. is abundantly supplied with valuable 
minerals. 

3. Value of yearly production about $2,805,- 
946,367.00. 



Inventions 83 



XIV. Inventions. 
*1. General, 



(1) Many inventions have been the result of the 

greatest industry and ingenuity of man. 

(2) We often fail to recognize our greatest inven- 

tors as we should. 

(3) Their effect on history has been more important 

than the effect of Wars. 

Some important American Inventions. 
(1) Lightning conductor, 1752. Benjamin Franklin. 
*(2) First Steamboat of U. S. 1786.) John Fitch. 
*(3) Steamboat Navigation, 1807. Robert Fulton. 
*(4) Steam road wagon (first automobile) 1787. 

Oliver Ecans. 
* (5) Cotton Gin. 1793. Eh Whitney. 

(6) Breach-loading shot gun. 1811. 
*(7) Circular wood saw, 1814. Benjamin Cummings. 
*(8)' Friction match. 1827. John Walker. 
(9) Electro Magnet, 1828. Joseph Henry. 
*(10) First steam locomotive in U. S. 1829. Samuel 

Rust. 
*(11) McCormick Reaper. 1834. Cyrus H. Mc- 

Cormick. 
*(12) Electric Telegraph. 1832. Prof. S. F. B. Morse. 
*(13) Revolver. 1836. Samuel Colt. 

(14) Screw Propeller, 1836. John Ericson. 
*(15) Vulcanization of rubber, 1839. Charles Good- 
year. 
(16) Photographic Portraits, 1839. Prof. Draper & 
Morse. 
*(17) Typewriter Machine 1843. Charles Thuebee. 
(18) Nitrus Oxide Gas as anesthetic 1844 Dr. 
Horace Wells. 



84 



Inventions 



*(19 
*(20 
*(21 
(22 
(23 
(24 
(25 
(26 
(27 

*(28 
(29 
(30 
*(31 
*(32 
(33 
(34 
(35 
(36 
(37 
(38 
(39 



Cylinder printing press, 1845. H. Roe & Co. 
Sewing machine, 1846. Elias Howe. 
Ether as anesthetic, 1846. Dr. Morton. 
Magazine gun, 1849. Whitler Hunt. 
Knitting machine, 1849. J. T. Hubbert. 
Breach-loading rifle,"" 1851. Maynard. 
Ice-making machine, 1851. J. Gossie. 
Magazine Fire Arms, 1854. Smith & Wesson. 
Revolving turret for battery, 1862. Theodore 

Timby. 
Bessemer process, 1859. Bessemer. 
Catling gun, 1862. Dr. J. R. Catling. 
Sulky plow, 1869. B. Slusser. 
Electric Dynamo, 1870. J. W. & Isaac Hyatt. 
Air brake, 1868. George Westinghouse. 

Grain Binder, 1871. S. D. Locke. 
Self Binding Reaper, 1873. Locke & Word. 
Quadruplex telegraph, 1873. T. A. Edison. 
Phonograph, 1873. 

Speaking telegraph, 1876. Alex G. Bell. 
Safety bicycle 1884. George W. Marble. 
Aeroplane. Wright brothers. 



PoAiama Canal 85 



*XV. Panama Canal. 

1. Suggested 1520 by Cortez, and later by Champlain. 

2. After 1828 several surveys were made. 

3. After 1849 an American Company established a tran- 

sit route of stage and boat across Nicaragua. 

4. Clayton-Bulwer Treaty. 

(1) Guarantee of neutrality of proposed Canal. 

5. Complete survey made by U. S. 1872-75. 

6. French Company organized 1879 and began work 1881. 

M. de Lesseps, President. 

(1) Secured Concession from Columbian Govern- 

ment. 

(2) Sea level canal changed to Locks canal. 

(3) Bottom 72 feet. Depth 29.5 feet and 47 miles 

long. 

(4) Estimated cost $169,000,000, but by 1889 cost 

$260,000,000. 

(5) New Company formed 1894 and 12 miles finished 

(6) Graft and bad management caused French to 

give it up. 
7. U. S. Builds Canal. 

(1) 1899 President McKinley apoints a commission 

of engineers. 

(2) Report in favor of Nicaragua route, but later 

decide on Panama because French offer to sell 
for $40,000,000. 

(3) Hay-Pauncefote Treaty gave U. S. right to 

build, miaintain and police the canal and set 
aside the Clayton-Bulwer treaty. 1901. 

(4) Offer Columbian government $10,000,000 in gold 

and $250,000 yearly for use of canal zone. 

(5) Columbia refuses and indeendence of Panama is 

recognized and same treaty signed with 
Panama. 



86 Panama Canal 

(6) Roosevelt appoints commission to investigate 

1895. 

1. They report favorably for sea-level canal 

8 to 5, but Roosevelt favors lock survey. 

(7) Length fifty miles. 

1. Bottom width 300 feet. 

2. Depth, 45 feet. 

3. No. of locks, six. 

5. Excavation, 182,537,766 cubic yards. 

6. Length Culebra cut, 9 miles. 

7. Highest point of excavation in Culebra cut, 

410 feet. 

8. Time in transit 10 to 12 hours. 

9. Area of Canal zone, 448 sq. miles. 

(8) Total cost, $375,200,000. 

(9) Begun May 4, 1904, Completed Jan. 1, 1915. 

(10) Work of construction was in charge of the en- 

gineering officers of Army. 



Territorial Expansion 87 



XVI. Territorial Expansion. 

*1. General. 

(1) The U. S. has had a marvelous territorial 

growth. No other nation in history has ac- 
quired permanent possessions so quietly, so 
rapidly, so vast and so valuable. 

(2) Exclusive of Alaska and its insular possessions, 

it contains an area greater than Portugal, 
Spain, France, Belgium, Holland, Switzerland, 
Germany, Sweden, Austria, China and Japan. 

(3) 1790 Area about 800,000 square miles. 
1916 Area about 4,000,000 square miles. 

2. Acquisitions. 

(1) From Canada to Florida West to Mississippi 
River, 828,844 square miles. 
1. By treaty at close of Revolutionary War. 
Acquired by a shrewd treaty and must be 
largely credited to Franklin, Jay and 
Adams. The large Western acquisition 
gave wealth and stability to the National 
Government. 

*(2) 1803 Louisana. 1,171,931 square miles. 

1. From Texas to Canada. From Miss. River 
to Rocky Mountains. Jefferson buys from 

Napoleon for $15,000,000. Gave U. S. 

Control of Miss. River. Kept out foreign 

colonies. Gave strength and wealth to 

National Government. 

*(3) 1819 Florida. 59,268 square miles. 

1. Purchased from Spain for $5,000,000. James 
Monroe, President. Averted war with 
England and Spain. 
*(4) 1845 Texas annexed. 376,133 square miles. 

1. Tyler President. Gave us valuable agricul- 
ture and grazing land which could never 



88 Territorial Expansion 

have been profitable under Mexican gov- 
ernment. 

*(5) 1846 Oregon.. Treaty with England. 105,871 
square miles. 

1. 1792 Grey and ship captain of Boston. 

2. 1805 Lewis & Clark. 

3. 1811 trading post at Astoria. 

4. 1845 7,000 Americans were living in Oregon 

*(6) 1848 New Mexico, Utah and California, 545,783 
square miles, 

1. War with Mexico. Paid in all $18,500,000. 
(7) Gadsden Purchase. 45,535 square miles. 
1. $10,000,000 paid to Mexico. 

*(8) 1867 Alaska, 577,390 square miles, 64,356 popu- 
lation. 

1. Purchase from Russia for $7,200,000. 

(9) 1898. Hawaiian Islands annexed, 191,909 popu- 
lation, 6,449 suqare miles. 

1. Attempt to annex made before but not suc- 

cessful until they were needed as a station 
on way to Philippines. 

2. Government Executive 'Council, Governor 

Supreme Court appointed by President. 
A Legislature elected by people of island. 

3. 1900 they became a territory of the U. S. 

and thus came under all its laws of terri- 
torial government. 

(10) 1898 Porto Rico, 3,435 square miles, 1,118,012 

population. 

1. Treaty after war with Spain. 

2. Government Executive Council, Governor 

and upper House of Legislature appointed 
by President. House of Delegates elected 
by the people. 

(11) 1898, Philippines. 115,026 square miles. 7,- 

835,000 population. 

1. Paid Spain $20,000,000. 

2. 1910 Commission of 5 appointed to construct 

government. 

3. Schools and local government was estab- 

lished. 



Territorial Expansion 89 

4. Three Philippino Commissioners were added 

to the five and continued to rule until 1902. 

5. 1902 Legislature of two houses. 

(1) Philippine Commission. 

(2) Assembly elected by Philippinos. 
Governor head of Executive Department 
and Supreme Court appointed by Presi- 
dent. 

6. It is intended that they shall be given inde- 

pendence as soon as possible. 

(12) 1898 Guam, one of Ladrone Group, 210 square 

miles, 9,000 population. 

(13) 1899 Wake. 

1. A barren island seized by U. S. because of 
its valua as a cable line station. 

(14) 1899 Tutuila and small neighboring islands of 

Samoa Group 77 square miles, 6,100 popula- 
tion. 

1. By treaty with Germany and Great Britain. 

2. A good harbor and coaling station. 

(15) Panama Canal Zone. 474 square miles, 50,000 

population. 

Porto Rico, Philippines, Guam, Wake, Tutuilo 

not truly a part of the U. S., but more like 

colonies., 

(16) 1916. Danish West Indies, from Denmark. 

1, Naval approach to Panama Canal. 



The Wars of American History 91 



XVII. The Wars of American History. 
*1. General. 

(1) Wars may be political, religious, for acquisition 

of territory or racial conflicts. 

(2) Some wars are inevitable and others are caused 

by greed for money, power and fame. 

(3) The causes and results are most important. 

(4) Wars are all much alike. 

1. There is a cause. 

2. There are conflicts in which man are killed 

and property is destroyed. 

3. The financial loss is always great. 

4. There are certain definite lasting results. 

(5) Civilization is demanding Arbitration to take 

the place of War. 

2. Colonial Wars. 

*(1) Causes and Conditions. 

*1. Quarrel between France and England in 

Europe. 
*2. No natural boundary between the colonies 

in America. 
8. The English organized the Hudson Bay 
Company and hurt French fur trade in 
that region. The English were excelling 
the French everywhere in fur trade. 

4. Ohio Company formed with Lawrence 

Washington at the head to take possession 
of the Ohio Valley. 500,000 acres in West 
Pennsylvania and West Virginia. 

5. To some extent it was a religious war. 

French Catholic and English Protestant. 
*6. English claim because of Cabots discovery 

and the 13 settlements. 
*7. French claim because of: 



92 The Wars of American History 

Champlain's explorations 1609. 

Joliet and Marquette's Explorations.. 

LaSalle's Exploration, 

Iberville's settlements at Biloxe 1699. 

Bienville's settlement New Orleans, 1817. 

Forts at Kaskaskia, 111., 1695, Chatres, 111. 
1720 Duluth, Vincennes, Ind., 1702 
Niagars, Oswego, Quebec, Montreal, 
Port Royal, Erie, Duquesne. 

8. English outnumbered the French and were 

home makers. 

9. French were soldiers and ready to fight. 
10. All Indians except Iroquois now allied with 

French. 

*11. Danger of Indian attacks spurred the colo- 
nists to fight. 

*12. The war was inevitable. 

(2) Divisions. 

1. 8 years of war 1689-1697. American name, 
King William's War. English name, War 
of League of Augsburg. 
(1) Governor of Canada Frontenac opens 
the war. 
*(2) In (America they wished to drive out 
English or at least prevent them en- 
tering French territory. 

(3) In England the French Catholics 
wished to put James II back on Eng- 
lish throne in place of Protestant 
William of Orange. 

(4) Sir William Phillips took Port Royal, 
N. C. 

(5) Phillips plans an attack on Quebec 
but is repulsed. 

(6) Schenectady Massacre, 1690. 

(7) Jacob Leisler and John Winthrop plan 
an attack on Canada, but quarrel and 
fail. 

(8) Treaty at Ryswick 1897. 

1. All captured territory was returned 
as was decided by outcome in 
Europe of the war between the 



The Warn of American History 93 

Grand Alliance and Louis. 
(9) Left a heavy debt on Mass. and caused 
an issue of paper money. 

2. 5 years of Peace. 1702-1713—11 year War. 

American name, Queen Ann's war. Eng- 
lish name, War of Spanish Succession. 

(1) A quarrel in Europe about who should 
be King of Spain. 

(2) In America the French devastate the 
Coast of Maine. 

(3) Burn Deerfield, Mass. Massacred in- 
habitants and took 112 into captivity. 
Spanish settlements in Florida de- 
stroyed. 

. (4) Port Royal taken and called Anna- 
polis. 

(5) Expedition against Quebec 1711, 8 
ships and 900 men lost. 
*(6) Treaty at Utrecht 1713 gave sov- 
ereignty of Territory to England. 

(7) France and Spain both lost posses- 
sions everywhere but Philip V stayed 
on Spanish throne. 

(8) This treaty was unsatisfactory to 
both parties and could not stand. 

(9) This War was all in New England. 
(10) An attack on St. Augustine ended in 

failure. 

3. 4 years of Peace 1744-1748 — four years war. 

American name, King George's War, Eng- 
lish name, War of Austrian Succession. 
*(1) Frederick breaks treaty and tries to 
gain Austrian territory which he had 
promised to protect. The conflict 
spread through all the colonies and 
became world wide. 
*(2) Louisburg was captured by Col. Wm. 
Pepperrell and Commodore Warren 
after a seige of six weeks. They had 
a civilian army of 6,000. 
(3) Franklin was very active in gathering 
funds for this war. 



94 The Wars of American History 



*(4) Treaty at Aix-la-Chapelle. 

To Frederick Selitia and to the rest 
just as they were. Louisburg was 
given back, but the honors of the 
proud fortress could not be given back 

4. 6 years peace. 1754-1763 — 9 years war. 
American name, French and Indian War. 
Enghsh name, Seven Years War. 
*(1) This war included all the colonies. 

(2) The points to attack were Duquesne, 
Niagara, Northern N. Y., Louisburg 
and Quebec. 

(3) Ohio Company formied and a road 
opened, then the French took active 
measures to hold territory and build 
forts. 

(4) Presque Isle, La Baeuf and Venango 
are built in Western, Pa. 

1. Gov. Dinwiddle 1753 sends 
Washington to tell French that 
this is English territory. 

2. 1754 Gov. Dinwiddle sent a 
party of men to build a fort at 
junction of Allegheny and Mo- 
nongahela rivers. The French 
drive them away and name it 
Fort Duquesne. 

3. A little later Washington and a 
small army fight the French and 
defeat them. Jumonville a French 
general is killed. 

4. Washington builds Fort Neces- 
sity, but is driven out. 

5. 1755 Braddock is defeated and 
killed, one-half of his men and 63 
of 68 officers are killed. 

6. An army of 7,000 from S. C., 
Pa., and Va. under Joseph Forbes, 
G. Washington, Anthony Wayne 
and John Armstrong capture 
Fort Duquesne and call it Pitts- 
burgh. 

(5) Loudown could think of no better way 



The Wars of Ayyierican History 95 

to defend the frontier than to intrench 
on Long Island. 

*(6) Wm. Pitt starts English activities. 

(7) Amherst and Wolf are sent out. 
*(8) Colonies respond liberally when they 
see the decided action is on. 
(9) A. and W. with 10,000 men capture 
Louisburg and destroy fortifications. 
Halifax is now the naval station. 

(10) Abercrombie and Howe, with Stark 
and Putnam attack Ticonderoga. Howe 
killed, 200 men killed Monte Victor. 

(11) On Lake George, Champlain, Fort Wil- 
liam Henry, Crown Point, Edwards 
and Ticonderoga all scenes of desper- 
ate conflict. 

(12) Bradstreet crosses Ontario and cap- 
tures Fort Frontenac. 

(13) Wm. Johnson with big loss defeats 
French and builds Wm. Henry. 

(14) Monte takes Oswego which is held by 
Bradstreet. Supplies for 5,000 men. 

(15) John Armstrong stopped Indian mas- 
sacres in Pa. 

(16) Montcalm takes Wm. Henry held by 
Monro. A dreadful massacre follows. 

(17) Wm. Johnson captures Niagara. 

(18) Stanwix takes Ticonderoga and Crown 

Point. 
*(19) Wolf with 8,000 men takes Quebec 
1759. 

(20) Amherst takes possession of all posts 
from Pittsburgh to Erie. 

(21) Lytteton the Va. governor provokes a 
foolish war with the Cherokees. 

(22) Pontiacs War 1769. 

(23) Amherst takes Montreal. 

*(24) The removal of the Arcadians 1755 
was one of the most disgraceful acts 
of the English. 

* (25) Treaty at Paris 1763. 



96 The Wars of American History 

(3) Results. 

1. There had been over 20,000 British troops 

in America. 

*2 It caused a large debt, tax, and troubles 
which led to the Revolution. 

*3. All land east of the Mississippi River was 

given to England. 
4. It gave Colonists contempt for English of- 
ficers and army. 

*5. It trained the Colonists in military affairs. 

*6. It made possible the American nation. 

7. It cost $16,000,000 and 30,000 men. 

8. Some who feared that the retention of 

Canada would too much incline the Colo- 
nies to Independence favored its return, 
but Franklin said Canada would be 
strength to England. 

3. The American Revolution. 
*(1) Tendencies of Colonists. 

*1. Bacon Rebellion in Virginia. 

2. Tyron Rebellion in Carolina (Alabama). 

3. Reign of Andros in New England. 

4. Hot Water Rebellion in New Hampshire. 

5. Contempt for English in Colonial Wars. 

6. Massachusetts refuses to let English repre- 

sentatives hold court and then refuse to 
send the gulty parties to England for trial. 
*7. Feb. 13, 1766 Franklin questioned about tax- 
ation in London. "No, never; they will 
never submit to it. I do not know of a 
single article imported into the colonies 
but what they can either do without or 
make for themselves." Franklin 67 years 
old, respected in England. In France he 
was counted as a superior being. He 
listimed to Lord Sandwichs' speech and 
then turned on his heel and left England. 
Hutchinson who had been caught in a lie 
would have retained Franklin. Franklin 
was one of the few who understood the 
doctrine of Union and Independence. 



The Wars of American History 97 

8. Mason, "I do not wish to survive Liberty 
one moment." 

*9. The voice of an infuriated mob is the only 
voice that tyranny can hear. 
The wrath of a people is more terrible than 
the wrath of a King. 

*10. James Otis fired the first gun when he said, 
"Power such as England has been asking 
for has already cost one king his head and 
another his throne." 

*11. Patrick Henry's speech in Virginia. 
12. Pitt was now old, and Greenville, Lord 
North and Townsend were either too sin- 
ister or too ignorant to keep the American 
Colonies. 

*13. Colonists were always ready to come half 
way for conciliation. 

14. Pitt, Canden and Barre have Stamp Act 

repealed. 

15. Shellborne opposes Townsend Act. 

*16. Three-fourths of England was against War. 

*17. We had no navy, no army, no money, no or- 
ganization. 

*18. The dispute between the colonies and Eng- 
land was one of principle. 

(2) More Direct Causes. 

*1. England decides to station 1,000 troops in 

Colonies. 
2. Sugar Act, 1733-1763 Indirect. 
*3. Stamp Act, 1765, direct. 

(1) Va. Resolutions — ^Stamp Act Con- 
gress, 9 states, N. Y. 1765. 
4. Townsend Acts, 1767. 
*5. Boston Massarce 1770. 
*6. Boston Tea Party, 1773 

7. Trial without Jury. 

8. Navigation Acts. 

9. Five Intolerable Acts. 

(1) Boston Port Bill. 

(2) Transportation Bill. 

(3) Quartering Act. 



98 



The Wa7's of American History 



(3) 



(4) Quebec Act. 

(5) Massachusetts Bill. 

*10. George Washington declared War on Eng- 
land when he said, "I can favor no further 
petitioning." 
Events of the Conflict (K-W means killed and 
wounded, V means Victory) 



In New England States 

1. Year 1775. 

Americans English 

(1) April 19, Lexington & 

Concord 

Parker Smith W 

Buttrick Percey 

90 K-W Pitcairn 

V 800-1000 men 

273 K-W 

(2) May 10th, Ticonderoga 
Ethan Allen Delaplane 

V 
*(3) Washington Com. June 
15, Reached Cambridge July 
3, 1400 men an odd army. 
(4) May 10th, Crown Point. 
Seth Warner 

V 
* (5) Bunker Hill, June 17 
Prescott Gage, Gov. 

Ward Howe 

Pepperel Burgoyne 

Putman Pitcairn, K 

Warren, K. Pigot 

■ Stark Clinton 

Dearborn Percy, ill 

1500 3000 

400 K-W 1000 K-W 

Three Charges 
Determination V 

(6) Nov and Dec. Ft. Cham-. 

bly. 
St. Johns and Montreal cap- 
tured. 
Montgomery 
Livingstone 
Brown 



Schuyler, ill and did nothing. 

(7) Dec. Attempt Quebec. 

Montgomery-K Carleton 

Arnold-W 

Burr 

Morgan 

Hendricks 

1100 men 

a great failure. 
2. Year 1776. 

(1) March 17, British evac- 
uate Boston. , Washingtoii 
well prepared to avenge 
Boston Massacre. 

In Southern States 

1. Year 1775 

Nothing except sending food 
and supplies to New Eng- 
land states. 

2. Year 1776. 

(1) Feb. 27, Patriots defeat 
Loyalists at Moores Creek. 

(2). June 28, Ft. Sullivan, 
Charlestown 

Moultries Cornwallis 

Jaspar and Flag Clinton 
430 men 

Gov. Rutledge makes first 
4th of July oration to the 
400 victors. 

3. Year 1778. 

(1) Mostly western exedi- 
tions and help to other sec- 
tions. 

(2) Dec. 29, Lincoln attacks 
Savannah and Augusta 
with 400 prisoners. 



The Wars of American History 



99 



4. Year 1779. 

(1) Oct. 9, Lincoln attacks 
Savannah and lost 800 men 
Pulaski killed 

(2) British lose 100 men un- 
der Provost on Brier Creek 

(3) TarletOn murders 270 
Americans. 

5. Year 1780. 

(1) May 12th Charleston 
captured. 

Lincoln Clinton 

Lost 5000 prisoners 

(2) June 13, Gates in com- 
mand. 

(3) Aug. 16, Camden. 
Gates Cornwallis 
De-Kalb-K 

Army der^royed. 

(4) Oct 7, Kings Mt. 
Marion Ferguson 
1100 men 1900 men 
34 K-W 400 K-W 

V. 

(5) Green takes command 
Dec. 7. 

6. Year 1781. 

*(1) Jan 17, Cowpens. 

Morgan Tarleton 

Pickens 1000 men 

Wm. Washington 320 K-W 
72 K-W Lost 529 pris- 
oners and 
captured 

(2) Mrs. Steel gives Green 
money. 

(3) March. Gilford Court 
House. 

Green defeated but Raudon 
and Cornwallis retreat. 

(4) Apr. 25 Hobkirks Hill. 
Green defeated but Corn- 
wallis retreats. 

(5) Sept. 8. Eutaw Springs. 
Green defeated but British 
retreat. 



500 K-W 500 K-W 

(6) May 20 to June 26. La- 
fayette opposes Virginia 
raid. 

(7) Yorktown, Oct. 2. 
Washmgton Cornwallis 
DeGrascs Fleet 7000 cap- 
9000 Americans tured 
7000 French. 

On the Sea 
1776 launched 13 vessels. 
Admiral Eseke Hopkins, R. 1. 
Letters of Marque and Repri- 
sal. 

No man in sea army probably 
greater than in continental 
army. 

In year 1776 took 250 Eng- 
lish vessels with cargoes 
worth $5,000,000. 
Nicholas Biddle a seaman of 
note. Paul Jones the noted 
admiral. 

In 1779 Serapis and Count of 
Scarboro, both captured by 
John Paul Jones. 
In Middle States 
Year 1775. 

Nothing except sending sup- 
plies to N. E. States. 
Year 1776 

(1) Aug. 27, Long Island 
Washington Howe 
Sullivan Grant 
Putman Cornwallis 
Parson Clinton 
Green — ill De Hiester 
1100 3200 
Famous escape in fog 

(2) Ft. Washington captured 
Nov. 16. 

Fort Lee soon evacuated 
Americans lost 2600 men 
at Fort Washington. 

(3) Mrs. Robert Murray 
saves Putman by enter- 



100 



The Wars of American History 



taining British. 

(4) Lee disobeys and Wash- 
ington retreats and reaches 
Phila. Nov. 21, Dec. 26. 
*(5) Trenton, Dec. 8 

Hamilton Rahl 

Sterling lost 1,000 

Green prisoners 

Knox 

Stark 

Washington 
V. 

(6) Morris collects money. 
3. Lear 1777. 

(1) Princeton, Jan. 3. 
Washington iCornwallis 

V Mawhood 

Mercer 

(2) Washington winters at 
Morristown 

(3) Howe attempts to cross 
N. J. but decided to sail to 
Phila. and lands on Chesa- 
peake Bay Aug. 23. 

(4) Clinton stays at N. Y. 
*(5) iSept. 11, Brandywine 

Washington Cornwallis 

Sul^van-Lafayeitte 
Maxwell-Green 600 W-K 
Sterling Stephen 
Wayne 1000 W-K 

(6) Congress goes to Lan- 
caster. 

(7) Oct. 4, Germantown. 
Washington was defeated, 

(8) Winter at Valley Forge 

(9) In Northern N. Y. 

1. Howe did not come from 
Phila. 

2. Aug. 16, Bennington. 
Stark Baum 
Warner 900 K-W-C 
Save supplies. 

3. Aug. 6, Oriskany. 
Harkiner-K St. Leger 

V 



4. Siege of Stanwix 
Arnold comes and saves 

the day. 

5. June 14, 1777 Congress 
adopts flag. 

6. Gates succeeds Schuyler 

7. Sept. 12, Bemis Height* 
Gates in tent Burgoyne 
Schuyler Indians 
Arnold Frazer 
Stark Member of 
St. Clair Parliament 
Morgan 

Lincoln 
Warner 

Near Still Water 
V 

8. Second battle Oct. 

*9. Surrender at Saratoga, 
October 17. 

(1) British lost 10,000 
men and arms. 
, (2) Broke British plan 

(3) Encouraged Ameri- 
cans. 

(4) Secured (France for 
Am. 

Year 1778. 

(1) May 7, news of aid from 
France. 

(2) Cornway plot to put 
Gates in W's command 
(Cable the same) 

(3) May 16 Clinton succee 
Howe 

(4) June 28, Monmouth. 
Lee retreats Clinton 
Sterling Cornwallis 
Greene 400 Loss 
Wayne 

Washington 
200 loss 

(5) Washington extends 
army to West Point from 
Morristown 1777-79. 

(6) Military movement in R. 



The Wars of American History 



101 



I. but no battle. 
Sullivan Clinton 

(7) Wyoming Massacre July 
3. 

Butler Butler 

(8) Cherry Valley N. Y. Nov. 
10. 

Year 1779 

(1) Sullivan fights and de- 
stroys Indians in southern 
N. Y. 

(2) July 15, Stony Point 
Anthony Wayne victor 

(3) British raid Conn. 

Tyron 



6. Year 1780 

(1) Arnold's Treason. 

(2) Washington winters at 
Morristown. 

In West 

1. Year 1778. 

(1) Kaskaskia July 5 

(2) Cahokia gave way to 
Clark later. 

(3) Feb. 25. Vincennes. 
Captuffed by Clark after a 
desperate march and sharp 
fight. 



(4) Washington in the Revolution. 

1. June 15th takes command at Cambridge, 

Mass. 

2. Winter 1775-76 near Boston. 

3. 1776, goes to N. Y., up Hudson, across N. J. 

to Philadelphia. 

4. Fights at Trenton and Princeton. 

5. Winter 1776-1777 Philadelphia and Morris- 

town. 

6. Sept. 11, 1777 Brandywine. 

7. Oct. 4, 1777 Germantown. 

8. Winter 1777-1778 Valley Forge. 

9. Cronway plot to remove him from command. 

10. June 28, 1778 Monmouth. 

11. Winter 1779-80. About N. Y. and Morris- 

town. 

12. Oct. 2, 1781, Yorktown. 

= (5) Results. 

1. Employ of foreign soldiers alienates the 
Americans. 

1. Lord Rockingham succeeds Lord North and 
Shelbourne comes into power and nego- 
tiates with Franklin through Oswald. 

3. Verginnes negotiates for France. 

4. Jay and Adams assist Franklin. 
*5. Independence from Great Britain. 



102 The Wars of American History 

*6. Land to Mississippi River and from Canada 
to Florida. 
7. Tories not compensated. 
*8. Made possible the Great American Nation. 
9. Washington declared war at an end April 
1783. 

4. War for Commercial Independence. 1812-1815. 
(Sometimes called Madison's War) 

*1. Restriction on trade. 

(1) English ideas at time of Revolution 
and before. 

(2) Orders of Council, May 1806. Coast 
Europe blockaded. 

(3) Berlin Decree, Nov. 1806. British Isles 
blockaded. 

(4) Orders of Council, Jan. 1807. British 
license must be secured to trade. 

(5) Milan Decree Dec. 1807. Must not 
submit to G. B. France and E. now 
take over 300 of our ships. 

(6) Non-Importation Act. 

1. Just things made in colonies. 
*(7) Long Embargo Act. 14 mo. force bill. 

(8) Non-Intercourse Act. 

1. Trade with all except England and 
France. 

(9) Macon Bill 1809. 

1. Restored trade but would stop if 
other withdrew Orders or Decrees 

(10) Trickery of Napoleon 1810-1811 

1. Took $10,000,000 worth of prop- 
erty. 

(11) Short embargo for Declaration. 

(12) France had taken 384 vessels with 
$6,000,000 England more vessels and 
6000 men. 

*2. Conflicts and Impressments. 

(1) Chesapeake and Leopard 1807. 

(2) President and Little Belt, 1811. 

*3. Holding Forts and tampering with Indians. 



The Wars of Aynerican History 103 

(1) Harmer defeated in Ohio, 1790. 

(2) St. Clair's Army destroyed 1791. 

(3) Anthony Wayne's victory at Fallen 
Timbers, 1794. 

(4) Harrison at Tippecanoe 1811. 

(5) England had not given up these west- 
ern forts as the treaty of Paris speci- 
fied. 

(2) Events of the Conflict. 

1. West or on Detroit. 

(1) Hull captured b Brock and Tecumseh, 
Detroit, 1812. 2000 men, Hull. 

(2) Fort Dearborn and all Michigan lost. 

(3) Harrison given command in West. 

(4) General Winchester and soldiers mas- 
sacred at River Basin at Frenchtown, 
Jan. 1813. 

(5) British made Ohio but are defeated by 
Harrison at Fort Meigs and by Crog- 
ham at Fort Stephenson. 

*(6) Victory on Lake Erie Sept. 10, 1813. 
Oliver Hazard Perry. Noted battle, 
flag and message. Carries 3500 men 
and Harrison to Canada. 
(7) Battle of Thames. Harrison-Proctor, 
Tecumseh killed by Johnson. Michi- 
gan recovered and held. 

2. Niagara or Center. 

(1) Van Rensselaer defeats British at 
Queenstown Heights, Oct 13, 1812. 
1. He is forced to retreat because of 

soldiers refuse to leave N. Y. 

(2) Dearborn attacks York and burns it. 
Pike killed. 

(3) The army now plans a junction with 
Hampton to take Montreal, but give 
it up. 

3. Lake Champlain. 

(1) Dearborn to go down the Lake, but 
stops, 1812. 

(2) British capture Oswego and send 



104 The Wars of American History 

down into N. Y. 12,000 men under 
Prescott, 
(3) All but 3,000 men of Hampton had 
gone to help Brown. 
*(4) Sept. 11, 1814, Macdonough de- 
stroys the British fleet and captures 
supplies. British go back to Canada. 
(The war a draw in the North.) 

4. South. 

(1) Massacre at Fort Minn, 1813. (Now 
Mobile) 

1. 500 men and women killed. 

(2) Creeks completely destroyed by Jack- 
son, March 14, 1814 at Topeka oi- 
Horse-dhoe Bend. 

(3) Jackson defeats and destroys British 
station at Pensacola, Nov. 7, 1814. 

* (4) Jackson defeats the British at New 
Orleans, Christmas, New Years and 
Jan. 8, 1914-15. 
1. 1,000 against 5,000 British. 

2,000 British killed, 71 Americana 
killed. (British 20,000 in all and 
1,000 guns) 

5. Seaboard. 

(1) Cockburan rages coast, 1813. 

(2) Ross with 5,000 men defeated Winder 
with 6,000 men and burned Washing- 
ton, Aug. 24, 1814. 

(3) Fort McHenry Sept. 12, 1814 repulsed 
British attack. "Star Spangled Ban- 
ner," Francis S. Key. 

*6. On the Sea. 

(The quoted ship the captor). 

American British 

"Constitution" Guerrier 

Chesapeake "Shannon" 

"United States" Macedonian 

"Constitution" Juva 

"Hornet" Boxer 

"Enterprise" Peacock 

* (3) Results 

1. Hurt trade and caused Hartford Convention. 



The Wars of American History 105 

2. Cost over $100,000,000. 
*3. Stimulated manufacturing and caused first 

protective tariff. 
4. The tight money caused the chartering of 

the second U. S. Bank, 1816. 
*5. Caused emigration to South and West. 
6. Showed the need of internal improvements. 
*7. It determined our rights at sea. Gave us a 
rank among the world powers and sepa- 
rated us from any foreign alliance. 
8. Treaty signed at Ghent, Dec. 24, 1814. 
5. Mexican War April 1846— Feb. 2, 1848. 
*(1) Causes. 

1. Mexican government did not protect Ameri- 

can settlers in the West. It was prepos- 
terous to say that she could govern the 
vast west when she could not have a month 
of staple government in Mexico. Our Emi- 
grants forced it on us. 

2. England had designs on California. 

3. Annexation of Texas brought on the boun- 

dary dispute. 

It was a just claim for U. S. 

4. They forced us to keep an army there hy 

raids. Murder of Ross, and massacre of 
Thorntown and his men. 

5. Shidell, our envoy was insulted and returned. 

No civilized association with these semi- 
barbarious people possible. 

6. They had a constant offer of peace but no 

ghost of a chance for success in War. 

7. The South wanted slave territory. 
(2) Events of the Conflict. 

1. In the North. 

(1) John C. Fremont in West 1842-1846 
and warns Castro because of his treat- 
ment of Americans. To see if worth 
buying. 

(2) May 9, 1846 Fremqnt gets orders. 
July 14, 1846 he takes Sonoma and co- 
operates with fleet. 



106 The Wars of American History 



(3) Commodore Sloat ordered to watch 
England under Seymour on California 
Coast. 

(4) Solat hoists flag at Monterey. 

5. Montgomery hoists flag at San Fran- 
cisco. 

(6) Commodore Stockton in command 
when Seymour arrives. 

(7) Commodore Shulrick comes later and 
Fremont is Governor. 

(8) Kearney from Leavenworth, Missouri, 
meets Kit Carson and reaches San 
Diego on the coast. Comes back, meets 
Wool and catures Chickauhaw and 
march to New Orleans in 12 mo. Doni- 
phan in command. 

On the Rio Grande. (Taylor) 

(1) Erects Fort Brown 

(2) May 9-10, 1846 Palo Alto and Resaca 
de la Palma. 

(3) Monterey Sept. 22-23-24 

* (4) Buena Vista, Feb. 22, 1847. 

Taylor 4600 men Santa Anna 20,000 men 
Bragg Lost most of army 

Wool Ranks with the greatest 

Loss 700 battles of the world's 

history. 

Against Mexico in South (Scott) 

(1) Seige of Vera Cruz, March 27, 1847 
Scott 1,200 men Juan Morales 4,500 men 
Grant and Lee 

(2) Cerro Gordo. 

Scott Santa Anna 10,000 men 

Twiggs Ampudia 

Pillow Loss heavy 

Riley August 1847 

Harney claimed ascent 

* (3) Three battles about Mexico, Aug. 20, 

Sept. 8, Sept. 13 
Scott 14,500 men Santa Anna 27,000 men 
Pierce 
100 killed. 

(4) Enters Mexico Sept. 14, 1847. 



The Wars of American History 107 

(3) Results. 

*1. Training for Civil War. 

2. Gained every victory over a large force. 

3. Pay Mexico $15,000,000. , 

4. Gadsden Purchase $10,000,000. 
*5. Area gained 895,000 square miles. 

Civil War. 1861-1865 
(1) Causes. 

1. First importation of slaves 1619, Virginia. 

2. England and Northern Colonists were inter- 

ested in slave trade. 
*3. The Constitution recognized slavery. 
*4. Tobacco, rice, cotton and cotton gin, 1793. 
*5. Purchase of Louisiana 1803 gave the question 

a different aspect. 
*6. Missouri Compromise and Compromise of 

1850 only delayed struggle. 

7. Poets and Editors now agitate the moral 

side, and business men, the financial. 

8. Judge Story 1819 declared that slavery had 

steeped the Nation in iniquity. 

9. Talmadge amendment in Missouri Compro- 

mise made it for first time an acute issue. 

*10. Humanity and Civilization had outgrown 
slavery. 
11. Importation of slaves was still continued 
contrary to law. 

*12. Western territory caused constant agitation 

*13. Instead of our statesmen working to elimi- 
nate a great difficulty, they worked against 
each other to make it worse. 

*14. There were mistaken opinions in both 
North and South. 
15. The Mexican War trained the South and 
agitated the North. , 

*16. The struggle in Kansas was the opening of 
the War. 

*17. The Dred Scott Decision made the North 
determined, and confirmed Lincoln's state- 
ment, that the Nation could not exist part 
* slave and part free. (Roger B. Taney, 



108 The Wars of American History 

Chief Justice U. S. Court.) 
*18. John Brown's Raid. 
*19. Election of Lincoln. 
*20 Secession of South Carolina. 
21. Confederates form government and attack 

Sumter April 15. Lincoln calls for 75,000 

3 month troops. Davis calls for 32,000 

troops. 

(2) Events of the War. 

1. Plan of War and Conditions., 

(1) To maintain a strict blockade of coast. 

(2) To take Confederate Capital. 

(3) To open the Mississippi River. 

(4) To break into the West and march to 
Atlantic. 

2. The situation in North and South. 

*(1) South thought all border states or 
slave states would join them. 

*(2) South expected intervention from Eng- 
land. 

*(3) Population of U. S. 31,500,000. 

Confederacy 9,000,000 including 3,000,- 
000 slaves. Union 19,000,000. Union 
could furnish twice as many soldiers as 
Confederacy, probably 4,000,000 if 
needed. 
(4) North had nearly twice the wealth. 

*(5) North had the factories. , 
(6) North had most railroads and ports. 

*(7) South on defensive and knew ground. 

(8) South more accustomed to use of fire 
arms. 

(9) Union at one time had over 1,000,000 
men in service. Confederacy at one 
time had over 470,000 men in service. 

3. On the Coast and Sea. 

(1) Fort Sumter. Anderson — Beauregard, 
1861. 

April 14th. Not a man killed. 

(2) Hatters Inlet — Hilton Heads — Port 
Royal Captured on" Carolina Coast. 



The Wars of American History 109 

(3) Roanoke Island — Newbern captured la- 
ter. 
*(4) Trent Affair, or Mason and Slidell. 
Capt. Wilkes captured them Nov. 8. 
They were returned. 
*(5) 1862 "Monitor" Merrimac March 9 

"Worden" Buchanan 
* (6) April 18, New Orleans captured by Far- 
ragut and Butler, 

(7) Kearsarge takes Alabama June 19, 
1864. Captain Winslow, Union. 

(8) Farragut enters Mobile Bay, Aug. 5, 
1864. 

(9) Wilmington captured Jan. 13-15. Fisher. 
Porter's Fleet assisted by Terry. 

(10) April 14, 1865 Union flag was restored 
to Fort Sumter. 

4. West of the Mississippi. 1861. 

(1) Lyon and Halleck and Fremont drive 
Confederates from Missouri. 

(2) Union forces defeated at Wilson's Creek 

(3) Pea Ridge 1862, Ark. March 7-8. Union 
wins. 

5. In West and on Mississipi 1862. 

(1) Line through South Kentucky, Confed- 
erates. 

(2) Mill Springs, Ky. Jan. Thomas de- 
feats Conf. 

(3) Fort Henry Feb. Grant and Foote cap- 
ture it. 

(4) Fort Donelson Feb. 12. Grant-Buckner 
*(5) Shiloh or Pittsburgh Landjing April 

6-7. 

Grant-Sherman-Buell A. S. Johnson-Beauregard 
33,000 V 40,000 

13,047 lost 10,669 lost 

(6) Island No. 10 April 8 

Foote and Pope hold the place. 

(7) In May, Halleck moves on Corinth and 
Beauregard withdraws. 



110 The Wars of American History 



(8) Perryville, Oct. 8. 

"Buell" V Bragg 

54,000 68,000 

4,211 loss 3,396 loss 

Rosecrans put in Buell's command be- 
cause he did not follow Bragg. 

(9) Halleck puts Grant in command of 50,- 
000 men in West. 

(10) Grant determines to take Vicksburg. 
sends Sherman and Porter. 

(11) Confederates repulsed at luka Sept. 19, 
and Corinth Oct. 3-4. 

(12) Grant loses supplies at Holly Springs, 
Dec. 20. 

*(13) Murphysboro. Dec. 31— Jan. 2. 

"Rosecrans" V Bragg 

Sheridan 

Thomas 

43,400 37,712 

13,249 lossl 10,266 loss 

Ended Confederate offensive in West. 

1863 
*(14) Vicksburg Surrender July 4. 

1. Grant decided to march down West 
to south of Vicksburg. 

2. April 16, Porter runs boats past 
ports. 

3. May 14, Grant drives J. E. Johnson 
from Jackson and destroys manufac- 
tures. 

4. May 16, Grant defeats Pemberton at 
Champion Hills and at Black River next 
day. 

75,000 40,000 

9,362 loss 10,000 loss 

(15) Chickamagua Sept. 19-20. 

"Rosecrans — Thomas" V Bragg 
56,965 71,551 

16,179 loss 17,804 loss 

Thomas placed in command. 
(16) Chattanooga Nov. 23-25. 

Thomas beseiged by Bragg 

Grant comes with Sherman, Sheridan 

and Hooker. 



The Wars of American History 111 

Hooker takes Lookout Mountain. 
Sherman Missionary Ridge. 
Joseph E. Johnson takes Bragg's com- 
mand. 

(17) Sheridan destroys Meriden, Miss. 

(18) Grant made Lieutenant General. 
6. In East and about Richmond. 

(1) McCelland drives Confederates from W. 
Virginia. 

(2) Union army 180,000, Confederate 150,- 
000. 

(3) Bull Run, July 21 

McDowell "J. E. Johnson and Jackson" 
18,000 18,000 

2,896 loss 1,982 loss 

(4) Scott fortified Washington. 
*(5) McClellan drills the army 1862. 

(6) Peninsular Campaign. 

McClellan J. E. Johnson and later 

Robert E. Lee 
36,000 Union troops in Shenandoah Val- 
ley 
40,000 under McDowell 
100,000 under McClellan 
Jackson defeats plan by raid in Shenandoah. 
Williamsburg — Fair Oaks — Seven Pines — 
Malvern Hill, July 1, Union wins all. Army 
returned to Washington from Harrison 
Landing. 

105,445 Union 90,000 Confeo. 

15,849 loss ■ 20,135 loss 

(7) Halleck in chief command July 12. 

(8) Jackson and Stewart made raid. 

(9) Second battle of Bull Run, Aug. 29— 
Sept. 1 

Pope "Lee" V 

64,000 54,000 

16,000 loss 11,500 loss 

McClelland now placed in command of 
Pope's army. 
*(10) Antietam of Sharpsburg, Sept 17. 

"McClellan" V Lee 

87,164 40,000 

12,410 loss 11,172 loss 



112 The Wars of American History 



Burnside given McClelland's command. 

(11) Fredericksburg, Dec. 13. 

Burnside "Lee" V 

Hooker 

113,000 60,000 

12,653 loss 5,337 loss 

(12) Chancellorsville, May 2-3 1863. 
Hooker "Lee and Jackson" V 

Jackson killed 
130,000 60,000 

12,145 loss 12,463 loss 

(13) 1,000 killed in New York City draft 
riots. 

*(14) Gettysburg, July 1-3, 1863. 

July 1, Positions — Union, Cemetery 

Ridge. 

Second day. Confederates, Seminary 

Ridge. 

Confederates drive back Sickles from 

front on Cemetery Ridge, are defeated 

at Little Round top and get first hold 

on Culp's Hill third day. 

Stewart's cavalry is defeated by Unions 

Pickett's charge. 

101,679 77,518 entire force 

93,500 70,000 actual force 

23,003 loss 20,451 loss 

(15) Wilderness battle May 6-7. 

(16) Spottsylvania court house May 9-10 

(17) Cold Harbor. 

10,000 loss in 20 minutes. 

Grant had lost so far in this campaign 

55,000 men. 

(18) Early threatens Washington in July 
and burns Chambersburg. 

(19) Sheridan's raid in Shenandoah. Drove 
away cattle and sheep. Burnt 70 grist 
mills, 2,000 barns. 

(20) Cedar Creek, October 19 
"Sheridan" V Early 

(21) Petersburg Mine 

4,000 killed and a failure 1865. 

(22) Sheridan's Raid on James River Canal, 



The Wars of American History 113 

Lynchburg railway and Five Forks, 
March and April. 

(23) Prevents union of Lee and Johnson. 

(24) April 2, Grant orders final assault on 
Petersburg. 

(25) April 3, Union forces enter Richmond 

(26) April 9, 1865 Lee surrenders to Grant 
at Appomatox court house. 

7. Sherman in South. 

(1) Begins March, May 4, 1864. 

Nearly 100,000 men, J. E. Johnson, one- 
half as many. 

(2) Dalton May 13, followed by four bat- 
tles. 

Resaca Kenesau Mountain 

Allatoona Dallas 

(3) Atlanta, July 20-24. Hood placed in 
command. 

Sherman Hood 

Union forces enter city September 1. In 
campaign Union loses about 40,000 and 
Confederates the same. 
* (4) The March reaches Savannah Dec. 
Loss 800 men 
Storms Fort McAllister. 

(5) Marches North and destroys Columbia. 

(6) Enters Charleston Feb. 18. 

(7) Confronts Johnson March 14-21 1865. 

(8) March ends at Goldsboro, March 23, 
1865. 

*(9) Johnson surrenders to Sherman April 
26, 1865 near Raleigh. 
(3) Results. 

1. It completed the Declaration of Independence 

by making the negro free. 

2. It relieved the entire country from the evil of 

slavery. 
*3. It saved the Union and made it stronger and 
gave foreign nations a dilferent idea. 

4. It gave the world a demonstration of the 

power of America. 

5. It cost 720,000 lives. 



114 The Wars of American History 

6. An estimate of cost $8,000,000,000. 

7. Destroyed an immense amount of property. 

(4) Generals in Chief Command. 

1. Lieutenant General Winfield Scott. 

2. Major General Grover B. McClellan. 

3. Major General, Henry W. Halleck 

4. Lieutenant General, U S. Grant. 

(5) Generals in Command of Army of Potomac. 

1. McClellan — Peninsular Campaign 

2. Pope— Bull Run. 

3. McClellan — Antietam 

4. Burnside — Fredericksburg 
5 Hooker — Chancellorsville 

6. Meade — Gettysburg. 

7. Grant— Ends the War. 

6. Spanish American War. April 25, 1898. 
*(1) Causes. 

1. The Spanish government never understood 

problems in American government and 
therefore lost all its many possessions. 

2. Refusal of one offer to buy Cuba, 1845 for 

$100,000,000. 
*3 .Ostend Manifesto 1854 stated that we must 

own Cuba for commercial security. 
*4. Rebellion 1868, Spanish crush Cubans. 
*5. Rebellion 1895, Cleveland demanded should 

end. 
*6. Reconcentrados or Neutrals. (Thurston's 

speech.) 

7. Weyler and Blano Spanish vs. Gomez, Cubans. 

8. People did not wish to see this suffering near 

their homes and demanded Independence of 
Cuba. 
*9. Destruction of Maine, at Havanna. Feb. 15, 
1898, 2 officers and 264 men killed. (Capt. 
Sigsbee) 

(2) Divisions 

1. In Philippines. 

(1) Spain more ships. Fleets about equal, 



The Wars of American History II5 

but Spanish had help from shore bat- 
teries. 

(2) Commodore Dewey and Admiral Mon- 
tojo. News of victory sent May, 1 1898 

(3) 3 ships destroyed, 1-3 men killed, vs. 
not a ship disabled and one man killed. 

(4) Dewey and Meritt continue campaign 
and later General Otis. 

(5) Desperate attacks on Manila amid rain 
storm. 

(6) Two years more were spent in subduing 
the natives of the islands. 

(7) 139 officers killed, 4016 men killed. 
Cost $170,326,586. 

2. In West Indies. 

(1) At Santiago. 

1. Admiral Cervera (Ther va rah) 

takes his fleet into harbor. 

2. Exploit of Richard P. Hobson. 

3. July 3, Cervert's fleet destroyed by 

Commadore Schley. 

4. Gen. Wm. R. Shafter has charge of 

land forces of 18,000. Al Carney 
and San Juan stormed at San Juan 
Hill. 

5. Santiago surrenders July 17, 22,000 

men 

(2) Havana blockaded 

(3) General Nelson A. Miles with 20,000 
men seizes Porto Rico. 

(3) Results. 

1. Treaty of Peace, Paris, Dec. 10, 1898. 

2. U. S. gets Philippines and Guam for $20,000,- 

000. 

3. Increased bonded debt $200,000,000. 

4. Spain acknowledged the Independence of Cuba 

5. The end of oppressive autocratic rule in 

America. 



Parties 117 



XVIIL Parties. 
*1. General. 

*(1) Political parties are organizations which strive 
to promote through the institutions of govern- 
ment, national, local and even individual inter- 
ests. 

(2) Human beings are not so constituted that they 

will agree even on vital issues and under most 
favorable conditions. 

(3) Action causes reaction and everything has its 

opposite. 

* (4) In general there is always a radical and a conser- 

vative .party. 

* (5) This is the first nation in which party spirit left 

uncontrolled has not caused a disastrous war. 
*(6) Party spirit is always strong enough to over-rule 
the judgment of many people. 
(7) The cause of the first parties was a dispute 
about National Bank 1792-1794. 
Conservatives Liberal 

*Broad Constitutionalists Strict Constitutionalists 

* Washington-Hamilton- Adams Jefferson - Madison - Randolph- 
Favored England Gallatin. 
*National government supreme Favored France 
Strong financial system bank State Power 
Internal improvements State Rights 
*Protection State Improvements 
*Anti-slavery Free Trade 
North and Commercial inter- Slavery 

ests South and Rural 

Monarchy the extreme Anarchy, the extreme. 

2. Developent of Parties. 
(1790-1816) 
(1) Federalists. (1) Anti-Federalists 

Aristocratic idea. At first called Democratic Re- 

Favored great liberality in publicans and later Repub- 

granting power to national licans. 

Government. Strict Constitutionalists. Jeal- 



118 



Parties 



Favored manufacturing in- 
dustries. 

The financial policies of Ham- 
ilton caused this division. 

Washington John Adams, 
Hamilton. 

Alien and Sedition Laws, 179;^ 
and Hartford Convention 
caused its death. 



(2) 



Era of Good 
Party left. 



ous of State rights. 

Favored agriculture. 

Common people should, gov- 
ern. 

Favored France. 

Jefferson-Madison, Randolph- 
Gallatin, James Monroe 

Virginia and Kentucky reso- 
lutions oppose Alien ana 
Sedition acts. 
Feeling. Only the Republican 



1. Monroe President. 

2. Party divides, Georgia defies the 

Government. 

3. Internal Improvements, Tariff. 

4. National Bank. 

(3) 1825-1830. 
National-Republicans 
Internal Improvements 
Protective tariff 
Adams-Clay- Webster 
Took name Whigs 1834-52. 

(4) 1854 — Present Rep. party formed. 
Republicans Democrats 

Anti-slavery Slavery 

Northern Party Southern party. 

Result of defeat of Mis- 
souri Compromise. 



National 



Democratic-Republicans 

State Rights. 

Took name Jacksonian Demo- 
crats. 



3. Presidential Elections, 

*1. Geo. Washington, Fed. 1789 
John Adams, Vice Pres. 
All votes of electors 
Two terms 
A military hero. 

2.John Adams, Fed. 1797 
Thomas Jefferson V. P. 
Elected on policy of strong 
federal government and 
Hamilton's financial policy. 

3. Thomas Jefferson Rep. 1801 
Aaron Burr, V. P. 2nd term, 

C. C. Pickney, V. P. 
Elected by House of Rep. vote 



of electors 73-73 
Second term, vote of electors 

128-89 
John Adams the opponent. 
Elected because of Federalis- 

tic Alien and Sedition Acts. 

Because Federal party did 

not give freedom enough for 

America. 

4. James Madison, Dem.-Rep. 
1809. 
Electoral vote 1st T. 128-89, 

Geo. Clinton V. P. 
Electoral vote 2nd Term 122- 
47 C. C. Pickney V. P. 



Parties 



119 



War with England and the 
Embargo Act were impor- 
tant issues which Madison 
favored. 

5. James Monroe Dem-Rep. 
1817. 

Rufus King, V. P. 

Electoral vote 184-34 

The opposing party advocatec! 
internal improvements for 
West at government ex~ 
pense. Hartford convention 
had killed Federal Party. 

Era of Good Feeling, 

Second election Monroe got 
all but one electoral vote. 

6. Johr> Quincy Adams, Nat. 
Rep. 

J. C. Calhoun, V. P. 

Jackson, Clay, Adams and 
Crawford candidates. 

People had been divided b: 
]\jissouri Compromise 

Adams elected by House oi 
Rep. 

Adams elected on policy of in- 
ternal improvements and 
' protective tariif. 

Adams and Clay were broad 
Constitutionalists. 

Clay is appointed Sec. of State 

Jackson had received most 
votes. 

7. Andrew Jackson. Dem. 1829 
1st Term Elec. votes 178-8a 

J. C. Calhoun V. P. 

2nd Term, Elec. votes 219-49 
Martin Van Buren V. P. 

In first election Jackson op- 
posed Nat. Bank, Internal 
improvements at Nat. ex- 
pense, and Protective tariff. 

In second election the first 
Nat. nominating convention 
convened. 



In second election the first 

Nat. nominating convention 

convened. 
The Dem. opposed Nat. Bank 

the main issue. 
Clay was opponent and had- 

been hurt by supposes Sec. 

of State Compromise. 

8. Martin Van Buren. Dem. 

1837. 

Electoral vote 170-73 

Richard M. Johnson, V. P. 

Dem. opposed U. S. Bank and 
Protective tariff 

W. H. Harrison, Whig oppon- 
ent. 

Whig. We Hope in God. 

Clay and Webster were Whig 
leaders. 

9. William H. Harrison, Whig 

1841 

Electoral vote 234-60 

John Tyler V. P. 

Van Buren and Dem. had 
been hurt by panic 1837. 

Harrison elected because the 
hero of Tippecanoe. 

Favored annexation of Texas 
and more limitation of the 
powers of the President, 
which many thought Jack- 
son had abused. 

Clay and Webster were his 
strong supporters. 

Neither party made slavery 
an issue. 

Liberty party was formed. 

10. James K. Polk, Dem. 1845. 
George M. Dallas, V. P. 
Electoral vote 170-105 
Popular vote 1,337,243, 1,299,- 

068. 
Clay, his opponent, lost votes 

in North because he favorea 



120 



Parties 



annexation of Texas, and In 
South because he favored 
Protective tariff. 

Polk stood for annexation of 
Texas, opposed Protective 
Tariff, and demanded re-oc- 
cupation of Oregon. 

Neither party mentioned slav- 
ery therefore the Liberty 
Party nominated Birney. 

11. Zachary Taylor, Whig IM^ 
Millard Filmore V. P. 
Electoral vote is 163-127 
Popular Vote 1,360,101, 1,220,- 

544, 291,263. 

Webster was the great Whig 
and should have been the 
candidate. 

Taylor chosen because a mili- 
tary hero. 

Neither party mentionea 
slavery, therefore the Free 
Soil party and Radical Dem. 
nominated Van Buren. 

12. Franklin Pierce. Dem. 1853. 
William R. King, V. P. 
Electoral vote 254-42 
Popular vote 1,601,474, 1,- 

386,578. 

Whigs nominated Scott and 
lost North because they fa- 
vored Compromise of 1850. 

Dem. favored Comp. 1850 and 
State Rights. 

Free Soil Party nominated 
John P. Hale. 

Know Nothing Party formed. 

Whigs broken. 

13. James Buchanan Dem. 1857 
J. C. Breckenridge V. P. 
Electoral vote 174, 114, 9 
Popular vote 1,838,169, 1,- 

341,264, 874,534. 
John C. Fremont first Pres. 
candidate of Rep. Party. Iv 



poled a surprisingly large 
vote. 

Both parties tried to get 
southern vote by supporting 
Kansas-Nebraska Bill. 

Buchanan, Minister to Eng- 
land is not well known ana 
that elected him. 

Free Soil and Know Nothing 
parties nominate Millara 
Fillmore. 

14. Abraham Lincoln Rep. 1861 
Hannibal Hamlin, V. P. 
Electoral vote -180, 72, 39, 12 
Popular vote 1,866,452, 849,- 

871 Breckenridge, 588,879 
Bell, 1,376,957 Douglas. 

Rep. party no slavery in terri- 
tories. 

Southern Dem. Breckenridge, 
extension of slavery. 

Constitutional Union party. 
Bell, enforcement of laws. 

Northern Dem. Douglas. Pop- 
ular Sovereignty. 

Second election vote 212-12 

Andrew Johnson V. P. 

George B. McClellan. Dem. 
Cand. He repudiated the 
platform which said the war 
was a failure. 

15. U. S. Grant. Rep. 1869. 
Electoral vote 214-80 

Schuyler Colfax V. P. 

Popular vote, 3,012,833, 2,- 
703,249. 

Dem. nominated Horatio Sey- 
mour and objected to con- 
gressional reconstruct ion 
plan, to military force in the 
South, to Tenure of office 
Act, or in other words, sup- 
ports Johnson's ideas. 

Second Term. 
Electoral vote 286-63. 



Parties 



121 



Popular vote 3,597,132, 2,- 

834,125. 

Dem. nom,inated Horace 

Greely a Liberal Republican. 

Rep. simply supported theli- 

former policies. 

Both parties advocated Civft 

Service. 

Dem. oppose Rep. but had 

no decisive issue. 

16. Rutherford B. Hayes. Rep. 

1877 

W. A. Wheeler V. P. 

Electoral vote 185 Hayes, 184 
Tilden. 

Popular vote 4,033,950, Hayes 
4,284,885 Tilden. 

Green Back party, Peter 
Cooper. 

Prohibition, G. 0. Smith 

Both Rep. and Dem. plat- 
forms dealt with currency, 
southern government and 
civil service. The Dem. 
party also advocated reduc- 
tion of tariff. 

Greenback advocated green- 
back currency and Income 
tax. 

Prohibition advocated no 
manufacture or sale of i. 
quors, woman's suffrage, 
free trade. 

Contested election. 

17. James A. Garfield Rep. 1881 
Chester A. Arthur, V. P. 
Electoral vote 214-155 
Popular vote 4,454,416, 4,- 

444,952. 

Dem. Cand. W. S. Hancock. 
Greenback J. B. Weaver. 
Prohibition, Neal Dow 
Currency and tariff the main 

issues. 
Greenback Party advocated 



the free coinage of silver. 

18. Grover Cleveland. Dem. 
1885. 

Electoral vote 219-182 
Thomas A. Hendricks V. P. 
Popular vote 4,874,986, 4,- 

851,981. 
Rep. Cand. James G. Blaine 
Prohibition, John P. St. John 
Greenback-Labor B. F. Butler 
Dem. win because Mugwump, 

or a faction of Rep. opposed 

to Blaine, vote for Cleveland 
Rep. party had not been true 

to its pledge for civil service. 
Tariff was an important issue. 

19. William H. Harrison, Rep. 
1889. 

Levi P. Morton, V. P. 
Electoral vote 233-168 
Popular vote 51,540,329, 5,- 

439,853. 
Dem. cand. Grover Clevelana 
Prohibition, Fiske. 
Unior Labor, Streeter 
Tariff was the mam issue. 

20. Grover Cleveland Dem. 1893 
A. E. Stephenson V. P. 
Electoral vote 277, 145, 22 
Popular vote, 5,556,543, 5,- 

175,582, 1,040,886. (Weaver) 
Rep. Cand. Harrison 
Proh. Cand. John Bidwell. 
People's Part J. B. Weaver. 
Tariff and Currency were the 

main issues. 

21. William McKinley Rep. 189'/ 
Garret C. Hobart, V. P. 
Electoral vote 271-176 
Pouplar vote, 7,104,779, 6,- 

502,925 
Populist party, W. J. Bryan. 
Dem. party, W. J. Bryan. 
Gold Dem. party J. M. Palmer 



122 



Parties 



Dem. made free polnage oi 
silver the main issue. They 
also advocated more power 
for the Interstate Commerce 
Commission. 

The Dem. party divided and 
it lost them the election. 

Second election. 

Electoral vote 292-155 
Theodore Roosevelt V. P. 
Popular vote 7,214,027, 6,- 
343,514. 

Socialist party Eugene V. 
Debs 

Dem. W. J. Bryan 

Tariff and coinage main is- 



sues 



Rep. 



22. Theodore Roosevelt 

1904 
C. W. Fairbanks, V. P. 
Electoral vote 336-140 
Popular vote 7,623,483, 5,- 

077,971. 
Dem. A. B. Parker 
Prohib. S. C. Swallow 
Socialist E. V. Debs. 
Tariff was the main issue 

23. William H. Taft Rep. 1909 
James S. Sherman V. P. 
Electoral vote 321, 162 
Popular vote 7,637,676, 6,- 

383,182. 

Dem. W. J. Bryan. 

Pro. E. W. Chafin 

Socialist E. V. De'os 

Rep. advocate revision of tar- 
iff downward, Postal Sav- 
ings banks. Trust laws. New 
Currency laws. 

Dem. advocate tariff revision 
downward, strengthen laws 
to control Interstate Com- 
merce and trusts. Postal 
Savings Banks, Income Tax. 



24. Woodrow Wilson Dem. 1912 

Marshall V. P. 

Electoral vote 435, 88, 8 

Popular vote 6,293,403, 4,- 
119,574, 3,484,974 

Rep. Taft. 

Progressives Roosevelt 

Socialist, E. V. Debs. 

Prohibition, E. W. Chafin 

Rep. advocate Protective 
Tariff, Anti Trust Law, Par- 
cels Post, Revision Banking 
System. 

Dem. advocate Reduction 
Tariff, Anti Trust Law, In- 
come Tax, Popular election 
of Senators, Revision Bank- 
ing System, Parcels Post. 

Progressives advocate Parcels 
Post, Income Tax. 8 hour 
day. Industrial Education, 
Protective Tariff, Conserve 
Natural resources. Woman 
Suffrage and Income Tax 

Rep. lost election because di- 
vision and because they had 
failed in pledge to reduce 
tariff. 

Second Election, 1916. 

T^^arshall V. P. 

Electoral vote. 

Popular vote 8,563,713, 8,- 
160.401 

Rep. Cand. Charles Hughes 

Dem. had very satisfactorily 
improved banking system 
and kept strict neutrality in 
European war. True to their 
pledge they had lowered tar- 
iff. The Common People, 
the West and South werc- 
pleased with the administra- 
tion. This was first time 
Pres. was elected without 
Pa. and N. Y. 



123 
CORRELATION IN TEACHING OF AMERICAN HISTORY 



Correlation is one of the most important principles in the 
teaching of any subject. History is well adapted to correlation. 
Correlation means expert teaching; it means conservation of time 
and energy for both teacher and pupil. History can be correlated 
with every subject taught in the district schools. Correlation 
must be natural not forced. It must be used for the subject 
matter and the student, never for the principle itself. 

An arithmetic with all its problems taken from history 
would be forced correlation, but most of the principles of arith- 
metic can at some time be used in the history class. Problems 
in fractions and percentage are useful in comparing crops of corn 
and wheat, or in reducing their values or amounts to some form 
more familiar to the pupil. The tobacco crop of 1915 was what 
per cent of the crop of 1910? How many trains of fifty cars 
each would be required to haul last year's wheat crop? Problems 
may be given in comparing the size or armies or the votes of an 
election. > Estimations on the Panama Canal or on the size of 
buildings give problems in mensuration. Such work makes his- 
tory more interesting and teaches pupils to use their arithmetic 
to make needed comparisons. 

History which is the story of life can readily be compared 
to things with which all are familiar. A pupil may understand 
what is meant by splitting the difference in a horse deal, and this 
may help him to understand what it meant by a compromise. 
All history is narrative and the story is the best method of teach- 
ing primary history. The story stimulates the mind of the child 
and prepares him for the thinking process. The teacher who 
has a good supply of stories which she can tell in an attractive 
manner can give the pupil a lasting foundation for their work in 
history. These characters will not be strangers but will be old 
friends when the meet them later in history work. The teacher 
who attempts to teach history without the story has a task un- 
necessarily difficult. 

History that is not correlated with geography is very poorly 
taught. Outline maps filled out by the pupils are useful. A 
constant use of the geography text with the history lessons is 
best. Diagrams of campaigns or outline of territory placed on 
the board or on paper by the pupil are excellent. Products, soil, 
mountains, etc., all have their relation to history. There is al- 
ways more important in the history lesson if the pupil is sure 
that the event ^ook place on this earth rather than on some other 
planet. 

Civics is best taught in connection with history. We find 
the most important of the different forms of government illus- 



124 

trated in our own nation's history, and surely these samples are 
more interesting to the pupil than examples from Europe, Asia 
or Africa. The Indians had a tribal government, Berkley and 
Andros tried to rule as absolute monarchs. The Grand Model 
was an attempt to establish the old Feudal System. The Pro- 
prietary colonies were examples of hereditary limited monarch- 
ies. Our nation has had both confederate and federal republican 
govfernment. With ;the subject of immigration, requirements 
for naturalization should be studied. How a bill becomes a law 
should be studied with the veto of some important bill. Manner 
of election of the president could well be studied with the election 
of Jefferson by the House of Representatives. How the consti- 
tution is amended should be conected with some amendment. 
The powers of Congress and the States can be studied with the 
question of secession. There are opportunities for illustrating 
an ex-post-facto law, bill of attainder, writ of habeas corpus, etc., 
and these are always more interesting and effective when taught 
with a historical background than as isolated processes in a book 
on civics. 

History gives an excellent opportunity for oral and written 
language work. Here some attention can be given to spelling. 

Every teacher needs more than one history text. If the 
school has different texts and some historical novels they will 
form one of the best forms of supplementary reading for the 
pupils. Oral and written accounts of their reading can be re- 
quired, comparisons of different accounts in different books will 
be of great value. 

This kind of teaching does not take more time, it takes less 
and gives better results. 



GENERAL OUTLINE FOR TEACHING HISTORY 



It is best for the teacher to have some general method in 
mind for the teaching of historical events. If the location ot 
some events is not taught, there may be little meaning. If the 
relative time is not taught, the facts may be confusing. If the 
causes and results are not taught, it will be of little value. 

First, the event must be selected. There is not time for 
teaching all events in history and the teacher must use the best 
judgment in selecting the events from the day's lesson. Let it 
be the Annexation of Hawaii. 

Second, the time, not always the date but the relation time, 
must be noted. This will be so related to the Spanish-American 
War that there is no difficulty in finding its place. An answei- 



125 

stating some time after the Civil War would not be definite 
enough. 

Third, there must be some geographical location for all his- 
torical events. In some cases this is not so important, but in 
this case the lesson would be poorly taught without a very definite 
idea of the location. If a student thinks the location of the Is- 
lands is near the Pacific Coast or again near Asia, the other facts 
of the lesson will not be clear. 

Fourth, is the cause and result. This is the most impor- 
tant. The student must know that the islands were secured by 
an Act of Congress and because the Philipine Islands had made 
necessary a Naval station in the Pacific. The result will often 
bring us into current history. This is important because the 
value of all historical knowledge is its significance for the present 
and future. 

The Missouri Compromise, Compromise of 1850 and Kansas- 
Nebraska bill all require a careful study of western territory and 
boundaries of that time. The teacher must not be over confi- 
dent that the pupils are familiar with these geographical facts 
or that they will look them up for themselves. If these are asj. 
sociated together, as the three compromises before the Civil War, 
the relative dates are easily remembered. 

The causes and results are often stated as very much the 
same for these three compromises. It remains for the pupils 
and teacher to find some difference to justify the need of the 
three instead of one. I have frequently noticed teachers teach 
only one or two parts of this outline when all four points were 
necessary for consistent work. 

This outline kept in mind until it becomes a habit, will make 
history teaching easier and more systematic. 



METHODS IN RECITATION 



I have been asked frequently "What is the best method for 
teaching history?" No one method is best. All methods must 
sometimes be employed. It may be the question, the topical, the 
written or the lecture method. 

Tactful questioning probably stimulates more thought than 
any other method of teaching history. Questioning, is a useful 
method in all grades. The questions must be clear, must stimu- 
late interest, cause the pupil to think and must hold the atten- 
tion of all the pupils in the class. The teacher who can help the 
pupils to discover their own mistakes by the Socratic method of 
questioning is probably the strongest teacher of history. When 



126 

other methods of recitation are used the question method shoulcS 
be combined with them. 

The topical method can be used in all grades, but is best 
suited for advanced work. It gives the pupils freedom of ex- 
pression and prevents the teacher from talking too much. It 
should be used frequently in most history classes. 

Written work in the recitation often helps to make lessons 
definite and uniform. Assign a topic in the lesson and let eacii 
pupil write a paragraph. Use only five or ten minutes of the 
recitation period. Some papers may be read at once in class, 
and all should be collected. The teacher should at times grade 
these papers carefully and put much emphasis on the neat- 
ness of the work. Some of the papers may be read by the teach- 
er at the next recitation, A written lesson should not occur daily. 
The teacher may ask the pupils to write three or four statements 
about each of two or three important facts in the lesson, or write 
the names of several important men, events or dates. This makes 
the paper easy for the teacher to correct. If the pupils pass to 
the board and write a brief outline of certain topics, it will assist 
much when the teacher has difficulty to secure a satisfactory 
topical recitation. 

The lecture method is suited best to upper grades and should 
not be used too frequently. The teacher should,- however, occa- 
sionally prepare a talk on some interesting event or character 
in the lesson and use part of the recitation period to tell the 
pupils about it. Accounts of brave deeds, lives of great states- 
men, the flag, interesting stories, etc., are suitable topics and will 
add much to the interest of the work in history. 

In lower grades stories told by the teacher and reproduced 
by the class are valuable. Dramatization does much to vitalize 
history in the lower grades. It helps the pupils to have more 
interest and sympathy with characters and events. 

When the class has access to magazines and reference books, 
topics should be assigned to certain pupils and a report given in 
the class. This work has special value but can only be used 
when access to such books is possible. 

It is well to allow pupils to discuss or debate certain topics 
in their- lesson. The teacher must exercise care that they do 
not get away from the lesson and waste time. The success ot 
such work depends very much on the ability of the pupils and the 
tact of the teacher. 

Maps are necessary and the pupils should be required to use 
them. Maps of military campaigns can be made on the board, 
and help much to fix the facts. 

Brief notes aid the memory and save the pupils much time 



127 

in review work. Too many notes may kill the interest in the 
class. 

Great care should be taken that the pupils have an oppor- 
tunity to recite on the lesson which they have prepared, other- 
wise they may not prepare the lesson the next time. The propei 
assignment of the lesson often has a direct relation to the in- 
terest and recitation of the pupil on the following day. 

The pupil should always be made to feel very definitely, 
whether he has made a good recitation. It is often a good plan 
to let those who fail stand until the proper answer to the ques- 
tion is given. Sometimes it is of value to put the grades which 
each individual makes on the board in per cent. This grade 
should not be copied in the grade book, but be left on the boara 
only during the recitation. It helps the pupil to realize just the 
grade of work he is doing. 



ASSIGNMENT OF THE LESSON 



The quality of the recitation, the interest and preparation 
of the pupils depends much upon the assignment of the lesson. 
The pupils must be interested must study the facts and make 
some needed comparisons and associations, if the lesson Is to be 
of true educational value. A well prepared and tactful assign- 
ment has much to do with securing these results. 

The teacher must have the lesson well prepared, make the 
assignment definite, and always require the pupils to recite on 
the definite assignment. If the teacher disappoints the pupils by 
not asking for the assignment, they will soon become lax about 
preparing the lesson. 

The definite assignment will depend much on the text used, 
but some suggestions can be made. The pupils may sometimes 
be required to write and bring to class the most important event 
of the lesson. When the lesson is on an administration, the 
teacher may select several of the most important events, and re- 
quire the pupils to select the same number. The pupils may write 
their lists on the board and compare. It may be well for them 
to write the teacher's list for a permanent outline. If the publi- 
cation of "Uncle Tom's Cabin," is in the day's lesson, have the 
pupils try to learn of several other pieces of literature which 
have a definite relation to history. Beginning the study of the 
Civil War, have the pupils each select from the several military 
advantages the one which they think the strongest for each the 
North and the South. Have them select the most decisive battle 
in each of the geographical divisions of the war. When the class 
meets new topics such as Tariff, Compromises, Panics, Exposi- 



128 

tions, Reconstruction, etc., the teacher should bring before the 
pupils the general facts about the causes, purposes and results. 

The outline in this book is intended to assist the teacher in 
preparing such work. It will also assist in selecting most impor- 
tant events in the administrations or other topics. 



STORY TELLING 



The world is full of cold facts. However interesting these 
may be to the teacher, some other element must be employed In 
the teaching of these facts to hold the attention and interest ot 
the pupil in our public schools. The brain must act freely and 
without conscious effort of the pupil in much of its work if the 
best results are to be obtained. If older people are to be happy 
they must forget the effort and toil of their daily tasks, because 
of the interest they have in their work. Nothing can be of more 
help to the teachers of our public schools in getting unconscious 
effort from the pupils than story telling. 

Happy, vigorous and attractive pupils are the ideal of any 
good teacher. Happiness is necessary because without it proper 
interest cannot be secured and all efforts must be forced. Vigor 
is necessary to save time and to secure healthy mental growth. 
Attractive mental ability is necessary because much of success 
in life depends on it. No teacher can enjoy teaching pupils who 
have little imagination or originality. 

The story is universally recognized as the best method for 
holding the child's attention in its first word drills. It is the 
most effective and lasting method for teaching ideals in morals 
and proper living. It is effective in teaching the pupils lessons in 
hygiene and civics. Many of the inspirational books on pedagogy 
for teacher's reading imploy the story method. It is very help- 
ful in later teaching because it throws out some points of interest 
which may be employed in later work in history and geography. 
There are many definite things which the teacher should keep in 
mind when preparing and telling history stories. Always aim to 
implant some historic fact or character in the pupil's minds; so 
that when they meet these characters or events later in history 
they will have an interest in them and want to know more about 
them. Otherwise they will meet these persons or events in his- 
tory as strangers, about whom they have no interest and do not 
care to etablish any acquaintance. 

History stories if told in the proper manner are always at- 
tractive and interesting. It must always be remembered that 
it requires time and effort on the part of the teacher to get the 
proper educational value from a story. When teachers do not 



129 

have success with their story telHng, the trouble can generally 
be found in the lack of preparation. No person can tell stories 
without material, thought and effort and enthusiasm must come 
from the teacher. 

Imagination is the most active faculty of the child's mind. 
It should be cultivated and directed, for if the imagination is 
starved or if it diverts to wrong channels, the mind of that per- 
son will receive permanent injury. Imagination is the mental 
activity which later in life is largely replaced by thought activity. 
There is much comparison of ideas in the imagination of the 
child, and these comparisons cultivate the powers of thought 
Imagination and thinking may be compared to play and work. 
The child must play in order to become a strong physical beings 
and also that the senses may all be employed. The training ol 
the senses gives rise to the mental development. Work alone 
cannot do this for the child's mind even if it had control of a 
strong physical body, could not make much useful direction of itis 
activities. Work which the child could do would never be var- 
ied enough to give the proper diversity of sense training. Ab 
the child plays and imagines his toy horse could eat a peck of oats 
he is training both body and mind for future usefulness. Th& 
story method in teaching employs this natural instinct of tiit 
child, but gives a much wider scope, better direction and morb 
comparison than ordinary play. 

Moral and civic lessons are plentiful. Care must be taken 
here not to do any preaching. The pupils should be required to 
express themselves about the justice and injustice of certain acts. 
Their admiration should be carefully directed. 

Difficult words should be placed on the board. Pupils always 
like to pronounce a few long or difficult words, but if they are not 
given the proper help they may lost all interest in the story just 
because of a few words which they cannot pronounce or under- 
stand. They will then have the correct pronounciation when 
they meet these words later. 

The pupils should be required to tell the stories. Here is an 
opportunity for language work and expression. Originality 
should be encouraged, but the pupil should be corrected if any 
important events are omitted. It should be the aim of the 
teacher to have her pupils feel that it is a privilege to tell these 
stories. 

The transition from story telling to a large amount of sup- 
plementary reading by the pupils is quite easy. Once the desire 
is created no teacher can find time or could tell stories enough to 
satisfy the minds of the pupils. Books can be furnished for their 
reading and this directed reading is of greater value. 

That teacher who is able to tell stories in an attractive and 



130 

dignified manner, is to be congratulated. The work will be more 
lasting and the teacher will be remembered longer and loved more 
than the one who teaches only cold facts. 



DOLLARS AND SENSE 



"Take care of the dollars and the cents will take care of 
themselves," is an old and true maxim, but in this discussion our 
maxim will be, "The more dollars the less sense." There is no 
necessity for the condition being such, but in a nation's history 
it is often found that the more dollars in the consideration the 
less sense we find used in administration. A desire to gain wealth 
has made many person short sighted, and we find this true in the 
affairs of a nation just as well as the individual. It may require 
sense to get dollars but dollars never cultivate sense. 

Often the precribed term's work in the subject of American 
History is completed, and only a few times the pupil's attention 
has been called to the fact that finance has been to a large extent 
moulding the people's thoughts and governing their actions. We 
sometimes find pupils with the idea that only financial considera- 
tions are worthy of effort or consideration. It is true that few 
people can have the same ideas and feelings concerning wealth 
and poverty, but U. S. History furnishes a large amount of ma- 
terial with which to stimulate wholesome thinking along the 
line of finance. 

Dollars has been one of the agencies and often the chiei* 
agency in every event from the discovery of America to the 
present time. 

One of the chief features of the Marco Polo's book was the 
description of the riches of the orient. No other thing could 
have made the book fulfill its purpose so well. The book is men- 
tioned in every American History, because it was one of the 
agencies which led to the discovery of such riches as he describea 
better than a description of our much greajter natural resources, 
as we understand them today. The book fired the minds of the 
early people who read it as the discovery of gold in California in 
our later days ; and this with their valuable eastern trade already 
lost, because, of the capture of Constantinople by the Turks, 
caused them to undertake the unknown and dangerous Western 
route; and America was discovered and explored. 

The economic conditions of Europe at that time were severe. 
We find debtors coming to all of the 13 colonies, and from that 
time to this economic conditions have been one of the greatest 
causes of immigration to America. The disputes about fur 



131 

trade which was then very profitable, was one of the causes or 
the French and Indian Wars. 

Taxation was one of the chief causes of the War for Indepen- 
dence. The English government seemed to be deprived of then- 
ordinary good sense, because of the dollars their merchants were 
making in the colonial trade. Because of more dollars than 
sense Great Britain lost her most valuable colonial possessions, 
and the American Colonies became free and independent states. 
Even in New England the commercial men had more to do with 
precipitating the war than we are led to believe by the ordinary 
school history. After the war our commerce grew rapidly anci 
again the British thinking more of dollars than sense interfered 
with this commerce until they caused the war of 1812. 

Slaves were imported into the colonies not because the 
Southern planters wanted them but because the trade meant dol- 
lars to the men engaged in the slave trade. Some of these men 
were at that time living in the North. It was sense sacrificed 
because of a desire for dollars in both North and South which 
fastened on our nation the plague of slavery. When the consti- 
tution was made it was more dollars than sense which prevented 
a clause abolishing slavery. The constitution itself was the re- 
sult of trade disputes between the colonies and conventions which 
met to consider these disputes. As the slavery question became 
more acute instead of the great statesman in both North and 
South using their sense to adjust the difficulties and bring the 
two sections together, they kept constantly viewing the question 
from the standpoint of dollars. The South felt that the freeing 
of her slaves would be a great financial loss. This, however, was 
not true for slavery is now admitted by all to have been an eco- 
nomic failure. The South then because of more dollars than sense 
percipitated that war, and the Northern states because they had 
not before bought the slaves were forced to accept the war. 

Since the war most of the planks in the political platform^ 
have been on financial issue. In the campaigns each side has 
tried to convince the people that they had the correct plan for the 
greatest financial prosperity. These parties have been led by 
experts who understand economic conditions as thoroughly as it 
is possible to understand economic conditions. It is then quite 
evident that these men were using more dollars than sense, for 
they were often quite opposite and both could not be right. In 
fact, neither in the extreme was best for the financial prosperity 
of the country. Tariff, strikes, panics, trusts, conservation, etc., 
have been some of these financial considerations. 

Because of more dollars than sense our nation still carries 
the moral disgrace and economic burden of the liquor traffic. 

Finance then has been an important agency in the discovery, 



132 

settlement, and policies of our nation. It has been one of the 
chief causes of our Wars, immigration and slavery. It is not to 
be regretted that it has been so, for often these tendencies have 
been for the good and prosperity of the nation. It is easy to see, 
however, that finance has often made people short sighted and it 
must be remembered that, in a nation with such great financial 
resources, men of great wisdom are needed to escape the foolish 
and sometimes evil influence of dollars. 

If finance has appealed so strongly to the voters and office 
holders, we may be well assured that it will be of interest to the 
pupil. Here is something with which the pupils are familiar, 
and if used will help to correlate the subject of history with some- 
thing already known and about which there is much interest. 
This is of particular value because it can be so frequently used by 
the thoughtful and reflective teacher to relate historical material 
to present day activities. The relations of finance to historical 
development, which the pupils can be led to discover for them- 
selves, is of more value than that suggested by others. 



MAKING HISTORY HELPFUL IN LIFE 



History when studied with the idea of just learning the facts 
of history without any relation to present life, is selfish and ab-, 
surd. It is no wonder, that when history is so taught, there are 
only a few interested and many think it impossible to learn. 
Pupils will, however, work hard and gather up the necessary his- 
torical facts quite easily, if they only like it and realize that there 
is something useful in history. When the imaginaton had been 
stirred by story and fiction, and they are helped to see that his- 
tory is a revealer of real life of today, their interest is aroused 
and the teacher needs only to direct the pupils efforts. 

When some history has been dramatized, and the pupils have 
impersonated characters in history they can see the characters 
as they read. They create likes and dislikes for these persons 
and thus are doing some character study. Sometimes they will 
be in sympathy with a principle or policy, then again when they 
do not understand the policy they may trust entirely to some 
man in history who has been admired by them. This is just the 
way men reason in the state and nation, and it is making CON- 
STRUCTIVE STATESMEN of the boys and girls. The pupil 
will see that men like Washington, Lincoln, Morse and Hamilton 
were often severely criticised while carrying out the plans for 
war, statesmanship or invention, all of which they knew were for 
the welfare of their fellow citizens. They will see these men ac- 
complished their tasks not because of the support of the people. 



133 

but in spite of the opposition of many. They can also be led to 
see that the names of men are not recorded in history because 
they were wealthy but because they rendered service to their 
fellow men. These things will not appeal to them until they 
have a definite interest in these men whose names they find in 
their history. When they see that the new and the good are 
frequently subjected to severe criticism because only a few men 
have superior minds or are in advantageous position so that they 
can see further than others; then they will be developing into 
more open minded and fair minded citizens. 

The pupil should be led to see that there is an element ox 
compromise in every law and in every action of a public assem- 
bly; that compromise in the substitute for war, that arbitration 
is based on the principle of compromise. No person has a per- 
fect mind, as a result no governing body is perfect in its regula- 
tion ; and if it were, perfection would not always appear correct 
to the imperfect mind of the individuals. Possibly the teacher 
can find numerous local examples. A certain school district, 
and a borough located in the district wished to build a high school 
building. The school board of the borough wished to have the 
building located in the borough, and produced good arguments 
for so doing. The board from the district wished to locate the 
new building on a convenient plot of ground just outside the 
borough, and produced good reasons for so doing. Neither side 
would submit and as a result two buildings were built, one in the 
borough and one in the district. The expense was much greater 
and the school not nearly so efficient. Had either side submitted 
both would have been benefited. 

As the pupil pursues the study of history in the more ad- 
vanced grades the usefulness of the knowledge of historical facts 
must be kept vividly in mind. The progress yes even the life or 
death of the human race depends on a knowledge of history. 
Remove historic knowledge and our political institution, much of 
our science, and even our religious institutions are , without a 
basis. 

A careful noting of the cost to the human race of our mod- 
ern institutions will make us more appreciative. We do not need 
to go into foreign history to learn something of the cost of our 
resent religious freedom. Were not people persecuted in most 
of the thirteen original colonies? Would not such restrictions 
and persecutions be considered today very tyrannical. Nineteen 
persons were hanged in Massachusetts as witches, under the aus- 
pices of the church. Read the book, "Silas Marner" and you 
have a good picture of the misuses of religion which we do not 
find today in our country. When we look into the European his- 
tory the number of lives and amount of suffering our liberal re- 



134 . • 

iigious institutions of today have cost, is appalling. Yet how 
many pupils have finished a course in history in our High Schools 
without once being more thankful for the opportunity of attend- 
ing church on Sunday. 

The great sufferings and sacrifices of American Citizens 
during the Revolutionary and Civil Wars should make the privi- 
lege of voting representation, taxation and Citizenship, more 
sacred to all people in the United States. Why should we negleci 
to cast our vote, and to do it with independence and thoughtful- 
ness; when we know the sacrifice that has been made to secure 
the privileges? How much earnest effort, perplexity and in- 
gratitude have been experienced by many faithful men that we 
might have pure food at our dinner table? If we do not know 
of these men; they will not be justly rewarded, their efforts will 
not be so fully carried to completion and we, ourselves, will be In- 
jured. We have a President instead of a king for our chiei 
executive today, but that did not come about without a sacrifice 
which should be appreciated by all patriotic citizens. 

When the pupil finds that his or her father is working along 
the same line in which, in the past, such sacrifices have been 
made, there will be a broader meaning to both past and present. 
Whether it will be in agriculture, professional, or industrial work, 
some relation will be found. A boy who did not see what interest 
history was to the farmer was glad to learn that most of the sol- 
diers in the Revolutionary War were farmers, who left their 
wives and families and fought for something. He then was in- 
terested in finding what they fought for, what effort they put 
forth in the struggle and what the farmers received for their 
sacrifice. A girl who was only interested in music and painting 
could see no interest in history for her. But when the class at- 
tempted to find information which shows the change of industrial 
conditions making it possible for her to spend her time on paint- 
ing and music, rather than at the spinning wheel and loom mak- 
ing clothing, or in the preparing of food, she was interested at 
once. When she learned, that in connection with other things, 
the popular vote was necessary that these advantages might be 
hers; she felt herself as well as other included in history. 

The history of a mathematical process as decimals is of in- 
terest to a student of arithmetic that of geometry to a student of 
geometry, but the history of humanity surely can make a strong- 
er apeal. It would be interesting to take notes on some lecture 
on a present day subject and then strike out the parts one would 
not understand without a knowledge of American or foreign his- 
tory or literature. 

Can history be of any financial benefit to a people, is a ques- 
tion that occurs to many pupils. The government of our nation 



135 

is an immense business and if not well regulated It will mean 
much less to our citizens. We must all pay taxes. Some of the 
money spent in tax is a profitable investment while some is 
utter loss. History will help you to understand how taxes should 
be spent to give the best investment for the people. 

Time is money. We cannot try all things by experiment. 
History can save us the time of experiment and thus means finan- 
cial benefit to all. Conservation is an economic principle, which 
by careful planning means great financial benefit to all, but by 
its neglect causes great irreparable losses. Conservation means 
wise economy, and the entire basis of the subject of economics is 
history. It is not difficult for the ordinary teacher to find nu- 
merous examples in American History, if only the teacher knows 
that they are there and tries to find them. We learn in history 
that slavery did not pay. Chinese labor did not pay. Cheap 
labor never pays is our conclusion and it is to a large extent true. 
A manufacturer who does not understand this might favor a 
platform to admit cheap labor. He would do this to make 
money on his manufacturing or construction project; but instead 
of making more money than with better paid labor, he would 
make less, and at the same time hurt the American laborer. 
Strikes which are only a mild form of a civil industrial war are 
very expensive. Arbitration is cheap. Improvements of lines 
of communication means profit for all classes and in many instan- 
ces is money well spent. 

History offers a grand opportunity for the earnest teacher 
to give valuable ethical instruction. This does not mean preach- 
ing, it means just using the historic material for what it is worth 
without any of the teacher's personal opinions. You can help 
the pupil feel individual importance by showing how the lives of 
good men and women have benefited the woi«ld. You can hel;;? 
them not to overestimate themselves by showing them what a 
small part of the great humanity they are. Is there a better way 
to inspire our pupils with noble ideas than by attention to the 
lives of great men and women? History gives us many ex- 
amples of the power of honesty and how truth can win. All 
policies of neutrality at the time of foreign wars have been se- 
verely criticised and yet because they were right they have won. 
The life of Lincoln is a splendid example of the power of honesty 
of purpose. A study of the poem "The Present Crisis," gives 
good thought along this line. Whose names do we find recordea 
in the pages of history as worthy of our memory ; those who have 
massed great fortunes, or those who possessed the powerful 
traits of industry, truth and honesty? It is those who have 
rendered service to mankind for that is the reason for which man 
was placed in this world. The teacher should be constantly on 



136 

the watch for lessons which illustrate the value and need ot- 
honest service. 

If the teacher is filled with an earnest desire to teach these 
lessons there will be abundance of examples for illustrations. 
When we renienaber that our mistakes are often as severely pun- 
ished as our sins we can understand the value of historical infor- 
mation. Peace we can see is always accompanied with pros- 
perity. Political troubles and inefficient governijient always 
causing turmoil and distress. War we may see as a severe 
surgical operation, which sometimes we see no way to avoid. 

If our teachers can gain sufficient information and inspira- 
tion for the proper kind of history teaching, they can implant In 
the minds of the pupils ideas which will make for greater happi- 
ness, good citizenship and a better and more sturdy nation. 



WORK EACH GRADE SHOULD COVER 



First and Second Grades 

1. Topics. 

(1) The Indians. 

(2) Columbus. 

(3) Thanksgiving Day. 

(4) Memorial Day. 

(5) Washington's Birthday. 

(6) Local Industries or events. 

2. How taught. 

(1) Easy descriptions by the teacher. 

(2) Easy stories by the teacher 

(3) Pictures 

(4) Construction work. 

3. Books for the Teacher. 

(1) Burns: "A Complete Holiday Program for First 

Grade," Educational Publishing Co., New York 

(2) Bayliss: "Two Little Algonkin Lads," Educa- 

tional Publishing Co., New York. 

(3) Drake: "Indian History for Young Folks," Har- 

per & Bros. Publishers, New York. 

Third and Fourth Grades 

1. The teacher should tell or read stories and have the 

pupils reproduce them. 

2. The pupils can read some for themselves, but the book 

should be very elementary. 

3. Many of the stories should be biographical. 

4. It should include both American and Foreign History. 

5. Topics. 



137 

Fifth Grade 

J. The pupils should use a text. 

2. The subject matter should be mostly biographical. 

3. ]f the s^xth grade is foreign history, this should be all 

American History. 

4. Topics. 

(1) Early Explorers and Discoverers. 

(2) Military Heroes. 

(3) Statesmen. 

(4) Explorers and Settlers in the West.. 

(5) Inventors. 

{tV} Poets and other writers. 
(1) The Industries. 

5. Books for the Teacher or Pupils. 

(1) Montgomery: "Beginner's American History," 

Ginn & Company, New York. 

(2) Perry: "Four American Pioneers," American 

Book Company, New York. 

(3) Pratt: "DeSoto, Marquette & LaSalle," Educa- 

tional Publishing Co., New York. 

(4) Putman: "Children's Life of Abraham Lincoln," 

A. C. McClurg & Co., Chicago, 111. 

(5) Edith Horton: "A group of Famous Women," D. 

C. Heath & Company, Boston, Mass. 

Sixth Grade 

1. A text on foreign history with introductions to Ameri- 

can History should be used. 

2. Suitable texts. 

(1) American Explorers. 

(2) Colonial Life. 

(3) The Indians. 

(4) The Flag. 

(5) Mythical and hero stories of Hebrews, Greeks 

and Romans. 

6. Books for the Teacher or Pupils. 

(1) Blaisdell: "Short Stories of English History," 

Ginn & Comany New York. 

(2) Blaisdell & Ball: "Hero Stories from American 

History," Ginn & Company, New York. 

(3) Eggleston: "Stories of Great Americans," 

American Book Company, New York. 

(4) Blaisdell: "The American History Story Book," 

Little, Brown & Co., Boston, Mass. 

(5) Baldwin: "Old Stories of the East," American 

Book Comnanv, New York. 



138 ^ 

(1) Bourne & Benton: "Introductions to American 

History/' D. C. Heath & Co.^ Boston, Mass. 

(2) Atkinson : "European Beginnings," Ginn & Com- 
, Company, New York. 

(3) Gordy: "American Beginnings in Europe," Chas. 

Schribner & Sons New York. 

(4) Burton: "Lafayette," American Book Co., New 

York. 

(5) Martineau: "The Peasant and the Prince,'" 

George Routledge and Sons Broadway Lud- 
gate Hill, London. 
3. Topics. 

(1) Hebrews. 

(2) Greece. 

(3) Rome. : 

(4) Germany. 

(5) France. 

(6) England. 

(7) Discoveries of Western World. 

(8) Rivalries for conquest. 

Seventh Grade 

1. American History from the first settlements to the Ad- 
ministration of Washington. 

Eighth Grade 

1. American History from the Administration of Washing- 

ton to the present. 

2. Both Seventh and Eighth grades should have their work 

supplemented with other books of history, biography, 
industries, historical novels and magazines. 

3. Books for the Teacher. 

(1) Wayland: "How to teach American History," 

The MacMillan Company, New York, 

(2) E. W. Kemp: "An Outline of History for the 

Grades," Ginn & Company, New York. 

(3) J. R. H. Moore: "An Industrial History of the 

American People," The MacMillan Company, 
New York. 

(4) Hawthorne : "The History of the United States," 

P. F. Collier & Son New York. 

(5) A. Simon: "Social Forces in American History," 

The MacMillan Co., New York. 



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